UC-NRLF 


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THE  UNIVERSITY 

PUBLICATION  OF 

THE  SCHOOL  OF  EDUCATION. 

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SAS 


'    C         m  I- 

A  TEACHERS'  MANUAL 


FOR  THE   USB  OP 


THE  BINET-SIMON  SCALE 
OF  INTELLIGENCE. 


By  RAYMOND  A.  SCHWEGLER,  M.  A. 
Associate  Professor  of  Ediication. 


1914. 


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rrx 


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CQ 


KANSAS  STATE  PRINTING   OFFICE 

W.  0.  AUSTIN,  State  Printer. 

TOPEKA.     1914. 

5  3556 


EXCHANGE 


THE  UNIVERSITY  OF  KANSAS 

PUBLICATION    OF 

THE  SCHOOL  OF  EDUCATION. 


A  TEACHERS'  MANUAL 


FOR    THE    USE    OF 


THE  BINET-SIMON  SCALE 
OF  INTELLIGENCE. 


By  RAYMOND  A.  SCHWEGLER,   M.  A. 

Associate  Professor  of  Education. 


1914. 


KANSAS  STATE   PRINTING  OFFICE, 

W.   C.  AUSTIN,  StMe  Printer. 

TOPEKA.      1914. 

5  3of»6 


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PREFACE. 


The  Binet-Simon  scale  for  intelligence  testing  has  now  passed 
its  first  days  of  hesitant  uncertainty.  In  spite  of  doubt  and 
controversy  it  has  commended  itself  to  a  large  number  of  earnest 
students  of  childhood  as  altogether  the  most  adequate  measuring 
rod  of  intelligence  so  far  devised. 

That  the  scale  is  perfect  no  one  pretends.  It  is,  however, 
noteworthy  that  those  who  have  used  it  most  extensively  are,  on 
the  whole,  its  most  ardent  defenders.  That  it  will  in  the  course 
of  time  be  amended  and  developed  is  highly  probable.  In  fact, 
the  earnest  enthusiasm  of  the  splendid  group  of  workers  now 
active  in  this  field,  both  in  America  and  abroad,  gives  assurance 
that  this  development  will  be  both  early  and  sound. 

In  the  meantime  it  remains  undoubtedly  true  that  the  scale 
as  at  present  constituted  is  our  most  available  and  reliable 
guide  in  distinguishing  the  normal  from  both  the  subnormal  and 
the  exceptional  child,  in  determining  the  various  degrees  of 
natural  endowment,  and  in  reaching  final  judgment  in  many 
complicated  phases  of  juvenile  life. 

The  teacher,  the  parent,  the  social  worker  and  the  juvenile 
court  should  find  in  this  scale  an  invaluable  instrument  for  the 
solution  of  many  a  complex  problem. 

The  purpose  of  this  booklet  is  to  make  the  Binet-Simon  scale 
available  in  popular  form  to  the  great  army  of  men  and  women 
active  in  public  and  semi-public  positions  in  the  care  and  con- 
trol of  childhood.  All  controversy  has  been  ignored  in  the  con- 
viction that  what  is  now  needed  is  a  practical  guide  for  the  wide 
use  of  these  tests.  Those  whose  interests  are  centered  in  the 
disputed  aspects  of  the  Binet-Simon  tests  are  referred  to  the 
bibliography  at  the  end  of  this  pamphlet. 

The  series  as  here  presented  is  in  the  main  a  duplicate  of 
Dr.  Henry  H.  Goddard's  version.  A  few  modifications,  based  in 
part  on  the  experience  of  the  writer,  and  in  part  on  that  of 
other  workers  in  the  field  of  testing,  have  been  made.  These 
modifications  will  be  found  chiefly  in  the  tests  suggested  for  the 
last  two  age  groups. 

The  list  of  writings  which  have  been  consulted  in  constructing 
this  guide  is  too  long  to  bear  detailed  repetition  here.  Three 

(3) 


387773 


4  A  TEACHERS'  MANUAL. 

names  stand  out  preeminently:  Goddard,  Wallin  and  Meumann. 
Grateful  acknowledgment  is  hereby  made  to  these  and  all  others 
whose  work  has  been  of  service  in  making  this  guide  possible. 

The  pamphlet  is  dedicated  to  the  welfare  and  happiness  of 
childhood  everywhere.  THE  AUTHOR. 

JULY,  1914. 


CONTENTS. 


page 

PREFACE 3 

I.    HISTORICAL  SKETCH  OF  THE  BINET-SIMON  SCALE..  7 

II.   A  TABULAR  SYNOPSIS  OF  THE  SCALE 8 

III.  GENERAL  DIRECTIONS  FOR  TESTING 10 

IV.  A  VERBATIM  GUIDE  FOR  THE  USE  OF  THE  SCALE 12 

V.    THE  INTERPRETATION  OF  THE  RESULTS 44 

VI.    APPENDICES  : 

A. — A  simple  eye  test 47 

B. — A  simple  ear  test 50 

VII.    BIBLIOGRAPHY   52 

(5) 


CHAPTER  I. 

A  Brief  Historical  Sketch  of  the  Binet-Simon 
Scale  of  Intelligence  Tests. 

In  1904  the  minister  of  education  of  France  resolved  upon  the 
separation  of  the  normal  from  the  subnormal  children  in  the 
public  schools  of  that  nation.  He  turned  to  Alfred  Binet,  who 
had  been  for  many  years  engaged  in  the  task  of  developing 
psychological  tests,  for  some  system  of  tests  that  might  be  used 
for  the  task  in  hand. 

It  was  in  1905  that  Binet,  working  with  Thomas  Simon,  pro- 
mulgated a  set  of  thirty  tests,  which  were  to  be  effective  chiefly 
in  the  detection  of  mental  subnormality. 

After  trying  out  his  first  series  of  tests  on  some  203  children 
in  the  schools  of  Paris,  both  Binet  and  Simon  came  to  the  con- 
clusion that  it  would-be  entirely  possible  to  devise  a  series  of 
tests  which  would  not  only  be  effective  in  detecting  mental  de- 
ficiency, but  which  would  also  serve  as  a  definite  measure  of 
relative  mental  unfoldment.  They  therefore  in  1908  published 
a  new  scale,  containing  this  time  fifty-six  tests,  arranged  in 
groups  of  varying  extent,  each  group  containing  a  number  of 
tasks  conceived  to  involve  function-norms  for  a  given  age. 
Groups  were  arranged  for  each  age  from  three  to  thirteen. 

In  response  to  much  pressure,  many  suggestions  and  some 
personal  experiences  of  their  own,  the  authors  in  1911  published 
a  third  scale,  being  a  revision  of  the  second,  in  which  the  tests 
were  in  some  cases  redistributed,  and  in  others  changed  entirely. 
Shortly  after,  Professor  Binet  died. 

The  scale  in  this  final  form,  and  in  the  main  unchanged,  lies 
at  the  basis  of  the  present  pamphlet. 

It  may  be  of  interest  to  say  that  the  scale  has  been  widely 
used  in  almost  every  country  of  Europe  and  in  America,  and  that 
in  spite  of  certain  inherent  difficulties,  which  no  one  has  yet 
succeeding  in  removing,  it  is  commending  itself  within  its  own 
limits  to  the  favorable  attention  of  many  of  the  foremost  work- 
ers in  the  field  of  psychometry  both  at  home  and  abroad. 

(7) 


A  TEACHERS'  MANUAL. 


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10  A  TEACHERS'  MANUAL. 

CHAPTER  III. 
General  Directions  for  Testing. 

1.  The  testing  must  be  done  in  a  comfortable,  well-lighted 
room  that  is  free  from  noise  and  interruptions. 

2.  See  that  the  child  to  be  tested  is  in  every  way  comfortable. 
Headache,  earache,  toothache  and  other  minor  physical  ailments, 
if  present,  as  also  fatigue,   hunger,  thirst  and  other  physical 
necessities,  will  distract  the  child's  attention  and    nullify    the 
value  of  the  tests. 

3.  Put  the  child  at  its  ease.     Make  the  testing  as  informal 
and  spontaneous  as  possible.     Embarrassment-  and  fear  are  fa- 
tal to  success. 

4.  Encourage  the  child  by  look,  attitude  and  word.    Make  him 
feel  that  you  hope  that  he  will  succeed.    You  are  measuring  him 
at  his  best,  not  tripping  him  at  his  worst. 

5.  Give  the  child  the  benefit  of  the  doubt.     If  it  seems  prob- 
able that  he  might  do  better  with  another  trial,  change  your  ma- 
terial and  repeat  the  test,  except  where  one  trial  only  is  spe- 
cifically allowed. 

6.  If  there  is  any  doubt  as  to  the  visual  and  auditory  effi- 
ciency of  the  child,  test  these  functions  before  proceeding  with 
the  scale. 

7.  Unless  the  child  is  thoroughly  familiar  with  the  English 
language  test  him  by  the  use  of  his  mother  tongue,  if  possible. 

8.  Watch,  note  and  record  every  move  and  utterance  which 
the  child  makes.     Many  automatic  postures  and  movements  are 
symptomatic.     Often  the  manner  in  which  an  answer  is  given  is 
of  more  importance  than  the  content  of  the  reply. 

9.  The  testing  must  be  done  individually.     Never    test    in 
groups,  nor  in  the  presence  of  other  persons  if  it  can  be  avoided. 

10.  Make  yourself  thoroughly  familiar  with  the  test  and  its 
conditions  before  attempting  td  apply  it  seriously. 

11.  Test  extensively  both  above  and  below  the  age  passed. 
Wide-range  testing  will  give  interesting  side-lights  on  the  special 
weaknesses  and  capacities  of  the  child. 


THE  BINET-SIMON  SCALE.  11 

12.  The  following  symbols  are  suggested  for  use  in  marking 
the  records: 

(  +  )    The  plus  sign  =  passed. 
( — )     The  minus  sign  r=  failed. 

(db)    The   plus-and-minus   sign  rvalue   of   answer   un- 
certain. 
(  !  )     Exclamation  mark  =  absurd  response. 

13.  All  the  material  required  for  the  administration  of  the 
Binet-Simon  scale  as  outlined  in  this  guide  may  be  purchased  in 
standard  form  from  C.  H.  Stoelting  &  Co.,  21  N.  Green  street, 
Chicago,  111.,  at  a  nominal  price. 

14.  It  is  suggested  for  the  advantage  of  those  who  prefer  to 
make  their  own  apparatus,  and  more  especially  for  the  benefit 
of  those  who  wish  to  reduce  the  individual  tests  to  4  x  6  in.  card 
form  as  recommended,  that  each  card  ought  to  be  marked  on  the 
upper  right-hand  corner  with  the  Roman  numeral  of  the  age, 
and  the  Arabic  numeral  of  the  test.     Thus:  XII: 4  would  be  test 
4,  age  XII.     In  case  a  given  test  demands  more  than  one  card, 
mark  them   with   letters    (a,,  b,   c,   etc.)    in   addition.      The  use 
of  the  tests  will  be  greatly  simplified  by  following  the  sugges- 
tion.    Provide  a  shallow  box  in  which  all  material  needed  for 
the  administration  of  the  tests  may  be  kept  together  and  ready 
for  instant  use. 


12  A  TEACHERS'  MANUAL. 


CHAPTER  IV. 

A  Verbatim  Guide  to  the  Use  of  the  Binet- Simon 

Scale. 

For  many  reasons  it  is  highly  desirable  that  a  standardized 
method  be  followed  in  administering  the  Binet-Simon  tests.  This 
is  especially  true  when  it  is  proposed  to  place  the  tests  into  the 
hands  of  a  great  body  of  teachers  untrained  in  the  special  tech- 
nique of  mental  testing;  for  except  as  a  uniform  standard  be 
followed,  there  can  be  no  uniformity  of  testing  and  therefore  no 
uniformity  in,  nor  comparability  of,  results. 

A  guide,  containing  in  compact  form  verbatim  instructions  for 
the  administration  of  the  Binet-Simon  scale  is  herewith  presented, 
in  order  that  teachers  and  others  following  it  may  proceed  to  the 
task  of  examining  their  charges  with  reasonable  confidence  in 
the  reliability  of  their  results.  - 

Every  effort  has  been  made  to  remove  obscurity  in  the  statement 
of  the  tests  themselves,  in  the  enumeration  of  the  materials  re- 
quired for  them,  in  the  specifications  of  the  time  factor  wher- 
ever it  was  involved,  and  in  the  discussion  of  the  accepted 
standards  of  grading  and  of  such  other  interesting  and  important 
factors  as  seemed  to  have  a  bearing  on  the  interpretation  or  ad- 
ministration of  the  individual  tests. 

Since  this  guide  is  intended  primarily  for  teachers  of  public 
school  children,  the  tests  for  age  I  and  age  II  are  omitted. 


AGE  III. 

Test  1. — Locates  Mouth,  Eyes  and  Nose  on  Request. 

Material. — None  required. 

Method.  Ask  the  child:  "Where  is  your  mouth?"  "Touch  your 
nose."  "Close  your  eyes." 

Time.  The  response  should  be  immediate.  Hesitation  may  be 
due  to  shyness  or  embarrassment,  or  to  failure  to  comprehend  the 
question. 

Record:    +  if  the  parts  are  all  correctly  indicated. 

Note.  If  the  child  fails,  it  may  be  due  to  the  factors  named 
above,  or  to  real  defect.  In  any  case  it  ought  to  put  the  examiner 
on  his  guard.  Some  children  are  exceedingly  slow  and  uncertain 
in  their  responses.  Note  the  fact  that  it  occurs. 


THE  BiNET-SiMON  SCALE.  13 

Test  2. — Reproduction  of  Six  Syllables. 

Material.  A  card  4x6  inches  on  which  are  written  clearly  the 
sentences  given  below,  or  others  of  similar  length  and  difficulty. 

Method.  "Let  me  see  if  you  can  repeat  what  I  am  going  to  say, 
just  as  I  say  it.  Now  listen  carefully:  (a)  Mama  has  some 
candy,  (b)  Don  barks  when  he  is  glad,  (c)  Now  the  sun  is  shin- 
ing." No  prompting  and  no  repetition  allowed. 

Time.  The  response  should  be  immediate.  Delay  makes  suc- 
cess difficult  and  unlikely. 

Record:  -f  if  the  child  repeats  verbatim  one  out  of  three  sen- 
tences. 

Note.  The  quality  of  enunciation,  the  vigor  of  utterance  and 
possible  motor  indications  of  psychic  strain  should  be  noted. 

Test  3. — Reproduction  of  Two-place  Numerals. 

Material  Required.  A  card  containing  five  numbers  of  two 
nonconsecutive  digits  each. 

Method.  "Please  listen  carefully,  and  say  these  numbers  after 
me  just  as  I  say  them.  Ready?  Now!  First  trial,  3,  8;  second 
trial,  5,  7;  third  trial,  9,  2.  The  two  digits  should  be  pronounced 
by  the  experimenter  once  slowly,  distinctly,  without  accent,  about 
one-half  second  apart. 

Time.  The  subject  should  be  required  to  repeat  the  number  at 
once. 

Record:  +  if  one  of  the  two-place  numbers  is  correctly  re- 
produced. 

Note.  Observe  whether  the  reply  is  sure  or  uncertain  and 
hesitant,  and  whether  the  failures  consist  of  substitution  of 
wrong  digits,  or  of  transposition,  or  of  absolute  inability  to  re- 
call. 

Test  4. — Enumeration  of  Pictured  Objects. 

Material  Required.  Three  or  four  pictures  of  people  in  fa- 
miliar situations. 

Method.  "Here  is  a  picture  which  I  would  like  to  have  you 
look  at.  What  are  all  the  different  things  you  see  in  it?"  Chil- 
dren of  three  usually  enumerate  objects  found  in  pictures;  they 
do  not  describe  or  interpret.  If  necessary,  urge  the  child  to  name 
additional  omitted  items  prominently  contained  in  the  picture. 

Time.  No  absolute  time  limit  can  be  set  for  this  test.  How- 
ever, the  facility  with  which  the  child  reacts  may  sometimes 
serve  as  an  important  diagnostic  sign. 

Record:  -\-  if  the  child  enumerates  or  names  the  major  part 
of  the  prominent  elements  contained  in  the  picture. 

Note,  if  the  child  reacts  easily  or  with  difficulty  and  em- 
barrassment, and  whether  he  recognizes  familiar  objects  readily 
or  only  when  specially  urged.  (At  age  three  children  enumerate, 
at  seven  they  describe,  and  at  twelve  they  interpret.) 


14  A  TEACHERS'  MANUAL. 

Test  5. — Knowledge  of  Family  Name. 

Material  Required.    None. 

Method.  "What  is  your  first  name?"    "And  now,  what  is  your 
last  name?"     The  family  name  is  the  desired  reaction. 

Time.   Response  should  be  immediate. 

Record:    -f  when  the  child  gives  the  family  name  correctly. 

Note.  All  children  of  three  know  their  first  name,  but  not  all  of 
them  know  their  family  name. 


AGE  IV. 

Test  1. — Knowledge  of  Own  Sex. 
Material  Required.     None. 

Method.  "Which  are  you,  a  little  boy,  or  a  little  girl?"  If 
the  subject  is  a  boy,  use  the  formula  above  given;  if  a  girl,  re- 
verse the  words  "boy"  and  "girl." 

Time.     Response  should  be  immediate. 

Record:    -f-  if  the  child  gives  its  sex  correctly. 

Note.  Children  of  three  frequently  do  not  know  their  own 
sex,  while  at  four  they  always  do. 

Test  2. — Recognition  of  Familiar  Objects. 

Material  Required.  A  key,  a  pocket-knife,  and  a  penny,  to  be 
shown  successively. 

Method.  "What  is  this  I  am  pointing  at?"  or  "What  do  you 
call  this?" 

Time.    The  reaction  should  be  given  at  once. 

Record:    -\-  if  the  child  names  the  object  correctly. 

Note.  Sometimes  the  child  may  have  difficulty  in  finding  the 
correct  word  at  once,  and  may  then  assist  itself  by  interpreta- 
tive actions,  showing  that  it  knows  the  use  of  the  object.  Ac- 
cept such  response  as  pass. 

Test  3. — Three  Digits  Reproduced. 

Material  Required.  A  card,  containing  five  three-place  num- 
bers. The  numerals  must  be  non-consecutive. 

Method.  "Here  are  some  numbers.  See  if  you  can  say  them 
after  me  just  as  I  say  them.  First  trial,  3,  7,  4;  second  trial,  2,  9, 
5 ;  third  trial,  5,  2,  8.  The  child  is  expected  to  reproduce  correctly 
three  digits  after  hearing  them  pronounced  once.  Pronounce 
the  numbers  in  distinct,  clear  tones,  at  the  rate  of  one-half 
second  per  digit. 

Time.     The  reproduction  should  be  made  at  once. 

Record:  -f  if  the  child  succeeds  in  repeating  correctly  in 
one  trial  out  of  three. 


THE  BiNET-SiMON  SCALE.  15 

Note  whether  the  repetition  is  quick  and  certain,  or  whether 
it  is  hesitant  and  uncertain.  If  the  child  fails,  observe  whether 
it  shows  a  tendency  to  substitute  wrong  numerals,  or  whether 
memory  is  blank. 

Test  4. — Comparison  of  Two  Lines. 

Material  Required.  A  white  card  4x6  inches.  Draw  on  it 
with  ink  two  heavy  parallel  lines,  one  inch  apart.  Let  the  lines 
be  2  inches  and  2%  inches  in  length  respectively. 

Method.  Pointing  to  both  of  the  lines  at  once,  ask  the  child : 
"Which  of  these  two  lines  is  the  longer?" 

Time.     The  reply  must  be  made  at  once. 

Record:  -f  if  the  child  points  out  the  desired  line  without 
hesitation.  Hesitation  counts  as  failure. 

Test  5. — Simple  Contingencies. 

Material  Required.    None. 

Method.  "What  do  you  do  when  you  are  hungry?"  "What  do 
you  do  when  you  are  thirsty?"  "What  do  you  do  when  you  are 
cold?" 

Time.  The  replies  should  be  given  with  reasonable  readiness. 
Cne  minute  may  be  allowed  for  each  question. 

Record:  -f-  if  the  child  answers  correctly  two  out  of  three 
questions. 

Note.  This  test  is  adapted  from  Terman's  suggested  modi- 
fication of  the  Binet-Simon  series.  The  original  Binet-Simon 
series  has  only  four  tests  for  age  IV. 


AGE  V. 

Test  1. — Comparison  of  Two  Weights. 

Material  Required.  Four  weighted  blocks  of  wood,  weighing 
respectively  3,  6,  12  and  15  grams  each.  The  blocks  must  be 
of  equal  size  and  of  similar  appearance.  Small  tin  salve  boxes 
loaded  with  paste  white  lead  to  correspond  to  the  weights  given 
above  may  be  used  instead  of  the  blocks  of  wood. 

Method.  Place  the  3  and  12-gram  weights  before  the  child. 
Then  ask:  "Which  of  these  two  weights  is  the  heavier.  These 
weights  look  alike,  but  one  is  heavier  than  the  other."  Next  try 
the  6  and  15-gram  weights  in  the  same  manner.  The  experi- 
menter may  show  the  subject  how  to  lift  the  weights  by  holding 
them  one  at  a  time  between  the  thumb  and  index  finger,  and 
lifting  them  about  one-half  inch.  Give  three  trials. 

Record:  -f-  if  the  child  judges  correctly  in  two  out  of  three 
trials. 

Note  the  character  of  errors  which  appear.  The  com- 
prehension of  what  is  wanted  seems  to  be  much  more  difficult 
than  the  actual  discrimination  of  the  weights.  The  experimenter 


16 


A  TEACHERS'  MANUAL. 


should  make  sure  that  the  child  knows  what  is  expected  of  him. 
Goddard  found  that  94  per  cent  of  normal  children  passed  this 
test  at  age  five.  Six  per  cent  failed. 

Test  2. — Copying  of  a  Square. 

Material  Required.  A  card  4x6  inches,  bearing  a  square  l1/^ 
inches  on  a  side,  drawn  with  heavy  inked  lines.  (India  ink  is 
best  for  this  and  subsequent  drawings.) 

Method.  "Here  is  a  drawing  which  I  want  you  to  copy.  See 
how  well  you  can  do  it."  The  subject  must  use  pen  and  ink  in 
executing  the  test. 

Time.     Should  be  recorded  for  future  reference. 

Record:  -f-  if  the  subject  succeeds  in  producing  a  figure  that 
preserves  fairly  a  squared  appearance,  with  well  marked  right 
angles.  In  the  figure  below,  numbers  one,  two  and  three  are  ac- 
ceptable, while  the  remaining  three  are  failures. 


D  D 


LJ 


FIGURE   1 

Note.     Sixty-nine  per  cent  of  normal  five-year-old  school  chil- 
dren examined  by  Goddard  passed  this  test. 

Test  3. — Repetition  of  Ten-syllable  Sentence. 

Material  Required.     A   card   4x6   inches   with   three   simple 

sentences  of  ten  syllables  each,  like  those  below,  plainly  written. 

Method.     "Listen!    I  want  you  to  repeat  what  I  am  going  to 


THE  BiNET-SiMON  SCALE.  17 

say,  just  as  I  say  it.     Now:     (a)    It  rained  all  day  long,  and 
spoiled  our  picnic;  or  (6)  John  is  going  to  school  with  his  new 
book-  or   (c)   In  summer  we  find  plenty  of  flowers, 
perimenter  should  pronounce  the  sentence  once,  slowly,  and 
clear,  distinct  voice. 

Time.   The  reproduction  should  be  given  without  delay. 

Record:    +  if  the  child  succeeds  in  repeating  verbatim  one 
sentence  out  of  three  trials. 

Note.  Failures  are  caused  by  positive  failure  to  recall,  by 
omissions,  or  by  substitutions.  Observe  whether  the  reproduction 
is  accomplished  easily  and  positively,  or  in  a  halting,  hesitan 
manner. 

Test  4. — Counting  of  Four  Coins. 

Material  Required.     Four  bright  pennies. 

Method.   The  experimenter  places  the  pennies  in  a  row  on  the" 
table,  one-half  inch  apart,  and  near  the  child:    "Do  you  know 
what  these  are?"      (If  the  child  does  not  know,  inform  him.) 
"Now  how  many  of  the  pennies  are  there?     Count  them  aloud, 
and  touch  each  one  with  your  finger  as  you  count." 

Time.  The  reaction  should  be  given  promptly.  Delay  and 
hesitation  are  suspicious. 

Record:  -f  if  the  child  counts  the  four  pennies  in  order,  with- 
out omissions  or  double  countings. 

Note.  A  certain  type  of  defective  child  tends  either  to  be  un- 
able to  count  at  all,  or,  having  learned  to  count,  to  use  the  num- 
bers aimlessly,  and  without  reference  to  definite  concrete  objects. 
Goddard  found  that  88  per  cent  of  normal  five-year-old  school 
children  could  pass  the  test. 

Test  5. — Reconstruction  of  Rectangle.    "Patience." 

Material  Required.  Two  rectangular  cards,  2x3  inches,  one 
to  be  cut  into  two  triangles  along  one  of  its  diagonals. 

M\ethod.  Place  the  uncut  card  upon  the  table  before  the  child. 
Then  arrange  the  two  triangular  pieces  nearer  to  the  child  as  in- 
dicated in  the  diagram  below  (fig.  2).  "Now  push  these 
two  pieces  around,  until  they  look  like  that  other  card.  See 
how  quickly  you  can  do  it." 

See  that  neither  of  the  triangles  becomes  turned  over,  other- 
wise it  is  impossible  to  reconstruct  the  rectangle.  Replace  the 
triangles  to  their  original  position  if  it  happens,  and  start  over. 
With  some  children  it  may  be  necessary  to  repeat  the  instructions, 
and  even  to  suggest  moving  the  triangles  about;  but  the  ex- 
perimenter should  be  careful  not  to  indicate  by  look  or  word 
whether  the  child  is  succeeding  or  failing. 
o 


18 


A  TEACHERS'  MANUAL. 


Fig.    S 

Time.  Record  the  time  required  to  complete  the  test,  and,  also, 
""he  number  of  starts  needed  to  accomplish  success. 

Record:  -f  if  the  child  succeeds  in  reconstructing  the  rec- 
tangle. 

Note.  Whether  the  child  is  eager  and  alert,  or  sluggish  and 
indolent,  whether  its  actions  are  deliberate  or  random  and  plan- 
less, and  whether  there  are  any  indications  of  motor  instability. 
Goddard's  investigations  show  that  62  per  cent  of  normal  five- 
year-old  school  children  pass  the  test  successfully. 


AGE  VI. 

Test  1. — Temporal  Orientation. 

Material  Required.    None. 

Method.  Ask  the  child:  "Is  it  morning  or  afternoon  now?" 
In  alternative  questions  it  has  been  shown  that  a  certain  type  of 
child  tends  always  to  select  the  last  of  two  alternatives.  The 
question  should  therefore  obviously  be  so  arranged  as  to  place 
the  erroneous  term  at  the  end  of  the  question.  In  asking  the 
question  both  terms  should  be  equally  emphasized. 

Time.  The  reaction  should  be  immediate.  Hesitation  and  un- 
certainty, however  indicated,  are  suspicious,  and  should  be  fol- 
lowed by  repeated  questioning,  until  it  is  certain  that  the  child 
really  knows. 

Record:    +  if  it  is  evident  that  the  child  knows. 

Note.  Children  do  not,  as  a  usual  thing,  succeed  in  answer- 
ing this  question  until  they  are  six.  Success  depends  directly 
upon  the  ability  to  measure  objective  experience  in  terms  of 
subjective  reactions.  Goddard  reports  71  per  cent  of  six-year- 
old  normal  children  as  succeeding  in  this  test. 


THE  BINET-SIMON  SCALE.  19 

Test  2. — Definition  of  Five  Familiar  Terms. 

Material  Required.    None. 

Method.  "You  know  what  a  fork  is?  Of  course  you  do.  Now 
I  want  you  to  tell  me,  just  what  is  a  fork?"  Proceed  in  like 
manner  with  the  remaining  four  terms:  table,  chair,  horse, 
mama.  (The  following  five  alternative  terms  have  also  been 
suggested:  spoon,  bed,  drum,  cow,  father.) 

Time.  No  exact  time  limit  within  which  the  definition  must 
be  given  can  be  set.  The  child  should  be  encouraged  to  try  until 
he  either  succeeds,  or  shows  clearly  that  the  task  is  beyond  him. 

Record:  -f  if  the  child  defines  at  least  three  out  of  five 
terms  by  stating  their  use,  or  the  materials  or  parts  of  which 
they  are  composed;  e.  g.,  "A  chair  is  to  sit  on." 

Note.  The  replies  should  be  recorded  verbatim.  At  six 
years  the  child  defines  in  terms  of  use  or  composition,  at  nine  he 
begins  to  define  in  "terms  better  than  use,"  i.  e.,  by  classifying 
Before  the  age  of  six  most  children  answer  either  by  silence, 
repetition  of  the  term  to  be  defined,  or  by  some  descriptive  ges- 
ture. The  highest  type  of  logical  definition  does  not  appear 
until  approximately  the  twelfth  year.  Goddard  finds  that  85  per 
cent  of  normal  six-year-old  children  pass  this  test  satisfactorily. 

Test  3. — Simple  Triple  Command  Executed. 

Material  Required.  A  key,  two  convenient  chairs,  a  small 
box  on  one  of  the  chairs,  and  an  available  door. 

Method.  "I  want  you  to  do  something  for  me,  please.  Put 
this  key  on  that  chair,  then  shut  (or  open)  that  door,  and  then 
bring  me  the  box  you  see  over  there  on  that  other  chair.  Re- 
member now:  first  the  key  on  that  chair,  then  shut  the  door, 
then  bring  me  the  box.  You  understand?  All  right,  go  ahead!" 

Time.  The  order  should  be  carried  out  promptly,  and  without 
further  aid  or  suggestion. 

Record:  -f  only  if  the  child  carries  out  the  three  orders  cor- 
rectly. 

Note.  Children  for  the  most  part  can  not  carry  out  a  compli- 
cated chain  of  instructions  until  they  reach  the  age  of  six.  Even 
at  that  age  many  children  show  marked  hesitation  and  striking 
defects  of  memory  and  comprehension.  Note  such  if  they  occur. 
Almost  no  four-year-old  children  can  pass  this  test.  At  six  years 
about  78  per  cent  of  normal  school  children  succeed.  (Goddard.) 

Test  4. — Knows  Right  and  Left  Sides  of  Own  Body. 

Material  Required.    None. 

Method.  "Show  me  your  right  hand!"  After  the  child  has 
shown  the  right  hand,  "Now  ,show  me  your  left  ear!"  Be  sure 
to  give  no  clue  by  look  or  gesture  that  may  guide  him  in  his 
choice. 


20 


A  TEACHERS'  MANUAL. 


FIG.    3 


THE  BINET-SIMON  SCALE.  21 

Time.  The  reaction  should  be  prompt,  though  a  quickly  cor- 
rected hesitation  is  not  infrequent. 

Record:  — if,  as  is  not  unusual,  the  child  clearly  does  not 
know;  +  if  the  child  at  first  shows  either  the  wrong  hand  or 
ear,  but  quickly  corrects  itself;  -f  if  the  child  correctly  shows 
the  desired  hand  and  ear. 

Note.  Right-handed  children  have  a  natural  tendency  to  show 
the  right  hand  whenever  that  hand  is  called  for.  If  the  child 
does  not  know  right  from  left,  it  will  tend  therefore  for  the  same 
reason  to  point  to  the  right  ear.  With  left-handed  children  the 
reverse  will  be  true  A  few  children,  probably  with  a  tendency 
to  ambidexterity,  in  blank  uncertainty  touch  one  hand  with  the 
other  in  such  a  way  as  to  leave  it  uncertain  as  to  which  hand 
is  meant.  Eighty-one  per  cent  of  normal  six-year-old  children 
should  pass  this  test.  (Goddard.) 

Test  5. — Esthetic  Judgment. 

Material.  A  set  of  three  pairs  of  faces  drawn  in  outline. 
(See  fig.  3.) 

Method.  Show  only  one  pair  of  faces  at  a  time.  "Which  of 
these  faces  is  the  prettier?"  "And  now  which  of  these?"  etc. 

Time.    Judgment  normally  should  be  rendered  without  delay. 

Record:  +  if  the  subject  gives  a  correct  judgment  in  all  three 
cases. 

Note.  At  five  years  of  age  one-half  of  all  normal  children  are 
unable  to  pass  this  test,  while  at  six  Goddard  found  that  about 
78  per  cent  passed.  If  the  child  has  difficulty  with  the  test,  note 
distinctly  whether  it  is  due  to  inattention  or  to  inability  to  form 
an  esthetic  judgment. 


AGE  VII. 

Test  1. — Counting  Thirteen  Coins. 

Material:  Thirteen  pennies,  placed  in  a  row,  about  one-half 
inch  apart.  (For  purposes  of  availability  they  may  be  cemented 
to  a  strip  of  gray  cardboard  or  thin  wood.) 

Method.  Point  to  the  pennies  and  say:  "You  see  this  row  of 
pennies.  Count  them  and  tell  me  how  many  there  are.  You 
had  better  touch  each  one  with  your  finger,  so  as  to  make  sure 
not  to  make  any  mistake." 

Time.  The  test  should  be  accomplished  quickly.  No  coin 
must  be  touched  twice,  and  none  omitted. 

Record:  -f  if  the  subject  succeeds  in  counting  all  the  coins 
correctly;  otherwise  — . 

Note.  A  certain  type  of  .child  passes  its  fingers  erratically 
from  coin  to  coin,  without  any  definite  connection  between  coin, 


22 


A  TEACHERS'  MANUAL. 


FIG. 


THE  BINET-SIMON  SCALE.  23 

contact  or  numeral.  The  count  is  alternately  too  large  and  too 
small.  If  such  a  child  accidentally  counts  13,  require  repetition, 
in  order  to  eliminate  chance.  About  94  per  cent  of  normal 
seven-year-old  children  should  pass  this  test.  (Goddard.)  Two- 
thirds  of  six-year-old  children  fail.  (Meumann.) 

Test  2. — Description  of  Pictures. 

Material.  A  series  of  pictures  showing  persons  in  familiar 
situations,  preferably  the  same  pictures  used  in  test  4,  age  III. 

Method.  The  experimenter  displays  one  of  the  pictures,  with 
the  statement:  "I  have  a  picture  here,  and  I  want  you  to  tell 
me  what  you  see  in  it.  What  is  it  about?"  Insist  on  complete 
sentences  instead  of  disconnected  words  or  phrases.  Two  addi- 
tional pictures  may  be  displayed  in  the  same  way. 

Time.  The  normal  child  of  seven  will  respond  without  re- 
peated urging  or  stimulation.  The  necessity  for  continued  prod- 
ding should  lead  to  the  suspicion  of  lagging  interest  and  atten- 
tion, or  of  limited  comprehension. 

Record:  +  if  the  subject  tells  what  is  taking  place  in  the 
pictures,  or  describes  scenes. 

Note.  At  three  the  child  enumerates  objects  in  the  picture;  at 
seven  he  describes  actions;  after  twelve  he  interprets  the  picture. 
Seventy-seven  per  cent  of  normal  seven-year-old  children  may  be 
expected  to  pass  this  test.  (Goddard.) 

Test  3. — Discovers  Defects  in  Pictures. 

Material.  Provide  a  plate  containing  four  incomplete  outline 
drawings  of  the  human  face  or  form.  (Fig.  4.)  Preferably 
these  drawings  are  cut  apart,  and  mounted  singly  on  cards  about 
4x6  inches. 

Method.    Present  the  pictures  one  at  a  time,  with  the  state- 
ment: "Here  is  a  picture.     Look  at  it  carefully.     Is  there  any-    , 
thing  missing  in  it  that  ought  to  be  there?" 

Time.  A  delayed  answer,  especially  if  it  be  preceded  by  ten- 
tative guesses  may  be  symptomatic  of  slow,  imperfect  or  defec- 
tive intelligence. 

Record:  -\-  if  the  child  discovers  correctly  three  out  of  the 
four  defects. 

Note.  Some  children  find  the  absence  of  the  body  from  the 
three  profile  views  of  the  face  more  disturbing  than  the  obvious 
defects  of  the  face.  Make  sure  that  the  child  understands  ex- 
actly what  is  wanted.  Goddard's  figures  show  that  90  per  cent 
of  normal  seven-year-old  children  may  be  expected  to  pass  the 
test.  Sixty-six  per  cent  of  six-year-old  children  fail. 


24 


A  TEACHERS'  MANUAL. 


Test  4. — Copying  Diamond-shaped  Figure. 

Material.  A  card  4x6  inches  on  which  is  drawn  in  black 
India  ink  a  diamond-shaped  parallelogram,  about  one  inch  on 
each  side.  A  sheet  of  paper,  pen  and  ink. 

Method.  Display  the  drawing  to  the  subject.  "Here  is  a  figure 
I  want  you  to  copy.  See  how  much  like  this  one  you  can  make 
your  drawing."  The  child  must  use  pen  and  ink. 

Time.    Record  the  time. 

Record:  +  if  the  subject  succeeds  in  producing  a  figure  that 
has  a  reasonable  resemblance  to  the  original.  (See  fig.  5.)  The 
first  three  figures  in  the  cut  pass.  The  last  three  are  failures. 


FIG.    5 


Note.  Failure  to  succeed  may  be  due  to  defective  apprehen- 
sion of  the  original,  to  defective  motor  control,  to  unfamiliarity 
of  pen  and  ink,  or  to  indolence.  It  is  desirable  in  case  the  draw- 
ing has  been  incorrectly  finished  to  locate  the  fault,  if  possible, 
by  suitable  questions.  About  92  per  cent  of  normal  seven-year- 
old  children  should  pass  this  test. 

Test  5.  —  Recall  of  Color  Names. 

Material.  Four  small  pieces  of  gray  cardboard  2x5  inches. 
One  piece  each  of  red,  yellow,  •  green  and  blue  paper,  1x3 
inches.  The  colors  must  be  saturated,  but  not  glossy.  Mount  one 
of  the  colored  papers  on  each  of  the  cardboard  pieces. 


THE  BiNET-SiMON  SCALE.  25 

Method.  Place  the  colored  papers  before  the  subject,  touch 
rapidly  each  of  the  colors  in  succession,  with  the  request,  "Tell 
me  the  names  of  these  colors  as  I  touch  them." 

Time.  Six  seconds  should  ordinarily  be  adequate  for  the  com- 
plete reaction. 

Record:  +  if  the  subject  names  all  the  colors  correctly  in  six 
seconds. 

Note.  The  test  is  not  a  color  discrimination  test,  so  much  as 
a  word  association  test.  Incidentally  it  may  occasionally  serve 
to  reveal  color  blindness.  Ninety-five  per  cent  of  seven-year-old 
children  will  meet  the  test  successfully.  (Goddard.) 


AGE  VIII. 

Test  1. — Comparison  of  Subjective  Images. 

Material.   None  required. 

Method.  The  aim  of  the  test  is  to  discover  the  child's  ability 
to  point  out  like  and  unlike  parts  of  the  memory  images  it  has 
gained  by  experience.  To  this  end  three  pairs  of  words  are  used, 
as  follows:  "Are  cloth  and  paper  the  same?"  No?  Well  what 
is  the  difference  between  them?"  Use,  in  turn,  two  other  pairs; 
e.g.,  (a)  wood  and  glass;  (6)  knife  and  fork;  (c)  window  and 
door.  It  may  occasionally  be  necessary  to  expand  the  questions 
above  suggested,  until  the  child  catches  the  idea. 

Time.    Two  minutes  are  allowed. 

Record:  -f-  if  two  pairs  out  of  the  three  are  satisfactorily 
compared  within  the  time  limit  of  two  minutes.  Otherwise  the 
test  is  marked  a  failure. 

Note.  Many  children  possess  only  vague  images,  lacking  in 
clear-cut  detail;  .others  are  unable  to  marshal  their  images  on 
demand  within  a  reasonable  length  of  time,  or  in  response  to 
ordinary  stimuli.  Both  these  types  of  children  will  fail  to  pass 
the  test.  Ninety-seven  per  cent  of  eight-year-old  children  should 
pass  the  test  within  the  given  time  limit. 

Test  2. — Reversed  Association. 

Material.   None  required. 

Method.  The  task  proposed  is  to  count  from  20  to  1,  inverting 
the  usual  order  of  counting,  and  testing  the  ability  of  the  sub- 
ject to  trace  a  chain  of  association  in  reversed  order.  "You 
know  how  to  count  up  from  1  to  20,  do  you  not?  I  want  to  hear 
you  count  the  other  way,  down  from  20  to  1.  This  way,  20,  19, 
and  so  on.  Show  me  how  well  you  can  do  it."  One  trial  only 
is  allowed,  and  there  must  be  no  prompting. 

Time.  Twenty  seconds  are  allowed  for  the  test. 


26  A  TEACHERS'  MANUAL. 

Record:  -f  if  the  subject  succeeds  in  counting  from  20  to  1 
within  the  time  limit,  with  not  more  than  one  error  or  omission 
or  transposition. 

Note.  Ninety-nine  per  cent  of  eight-year-old  school  children 
succeed  in  passing  this  test. 

Test  3. — Days  of  the  Week  Named. 

Material.   None  required. 

Method.  "I  want  you  to  give  me  the  names  of  the  days  of  the 
week  in  the  order  in  which  they  come.  Let  us  hear  them."  No 
prompting  is  allowed,  and  only  one  trial  may  be  given.  The 
test  may.be  supplemented  by  the  further  question:  "What  day 
was  yesterday?"  "What  day  will  the  day  after  to-morrow  be?* 
The  main  Binet- Simon  test  aims  to  test  training  and  memory. 
The  supplementary  questions  test  association  control  over 
memory  material. 

Time.   Ten  seconds  are  allowed  for  the  main  test. 

Record:  -f  only  if  all  the  days  are  named  in  the  right  order 
within  the  time  limit.  The  enumeration  may  begin  with  any 
day. 

Note.  Ninety-five  per  cent  of  normal  eight-year-old  children 
pass  the  test.  (Goddard.) 

Test  4. — Adding  After  Counting  by  Ones  and  Twos. 

Material.  A  card,  on  which  are  pasted  side  by  side,  and  in  a 
straight  line,  three  1-cent  stamps  and  three  2-cent  stamps. 
(1,  1,  1,  2,  2,  2.) 

Method.  Display  the  card  to  the  child,  with  the  statement:  "I 
bought  these  stamps  at  the  post  office.  How  much  did  I  pay  for 
them?"  "Count  them,  and  see."  (A  few  children  may  not  know 
the  value  of  the  individual  stamps.  The  value  of  each  kind  of 
stamp  should  be  explained  before  giving  the  test.) 

Time.  Ten  seconds  are  allowed  for  the  test. 

Record.  +  whenever  the  subject  gives  the  cost  price  correctly 
within  the  time  limit. 

Note.  The  method  of  counting  and  adding  sometimes  throws 
interesting  side-light  on  the  mental  processes  of  the  child  under 
examination.  Goddard's  tables  show  that  85  per  cent  of  normal 
children  at  age  eight  should  pass  this  test. 

Test  5. — Reproduction  of  Five-place  Numbers. 

Material.  A  card  about  4x6  inches,  with  three  five-place  num- 
bers like  the  three  below. 

Method.  "Here  are  some  numbers  that  I  want  you  to  say  after 
me.  I  want  you  to  repeat  them  exactly  as  I  say  them.  Now 
listen:  (a)  5,  2,  7,  4,  9;  or  (6)  2,  8,  5,  7,  3;  or  (c)  9,  4,  7,  2,  5." 
The  numbers  must  be  pronounced  once,  slowly,  distinctly,  with- 
out accent,  at  the  rate  of  one  each  one-half  second. 


THE  BINET-SIMON  SCALE.  27 

Time.  The  reaction  should  be  immediate.  After  thirty  seconds 
it  will  be  all  but  impossible  for  most  children  to  reproduce  the 
five  digits  correctly. 

Record:  -f-  if  the  subject  succeeds  in  one  out  of  three  trials  in 
reproducing  the  five  numerals  exactly  as  they  were  given,  without 
omission  or  transposition. 

Note.  The  test  is  a  difficult  one  for  eight-year-old  children. 
Eighty- four  per  cent  succeed  in  passing  it,  according  to  Goddard's 
table. 


AGE  IX. 

Test  1. — Making  Change.    (25$ — 4$*) 

Material.  Fifteen  pennies,  five  nickels,  and  three  dimes,  ar- 
ranged without  overlapping  on  the  table,  conveniently  near  the 
subject.  In  addition  the  experimenter  will  need  a  25-cent  piece. 

Method.  Invite  the  child  to  play  store.  "You  can  be  the  store- 
keeper. I  want  four  cents'  worth  of  candy.  Here  is  a  quarter. 
Please  give  me  my  change."  Insist  that  the  subject  shall  not 
only  tell  how  much  change  is  due,  but  shall  actually  count  it  out. 
(//  the  honesty  of  the  subject  is  uncertain,  experience  has  shown 
that  it  will  be  wise  to  watch  the  capital.) 

Time.  No  definite  time  limit  has  been  agreed  upon  within 
which  the  child  must  succeed  in  making  the  change. 

Record:  -f-  ^  the  child  both  announces  the  amount  of  change 
due  and  actually  hands  over  the  correct  change. 

Note.  At  nine  years  of  age  all  children  should  be  able  to  do 
this  test  satisfactorily.  Some  children,  however,  have  not 
grasped  the  meaning  of  relative  monetary  values,  and  betray 
their  deficiency  in  this  test.  Make  sure,  if  possible,  whether  the 
defect  is  due  to  lack  of  training  or  to  mental  defect. 

Test  2. — Definitions  Better  Than  By  Use. 

Material.   None  required. 

Method.  The  subject  is  to  be  led  to  define  series  of  common 
terms.  "What  is  a  spoon?"  "How  would  you  define  it?"  Ask  in 
turn  for  a  definition  of  bed,  knife,  house,  father,  or  of  fork,  chair, 
table,  horse,  mama.  A  classifying  definition  is  needed  to  pass. 

Time.  No  definite  time  limit  has  been  agreed  upon.  Children 
differ  enormously  in  the  speed  with  which  they  succeed  in  evolv- 
ing definitions  for  their  most  commonplace  ideas. 

Record:  +  only  if  subject  gives  three  out  of  five  definitions  of 
a  type  better  than  by  use:  e.  g,  "A  table  is  a  piece  of  household 
furniture,"  etc. 

Note.  At  nine  years  of  age,  according  to  the  earlier  authori- 
ties, all  children  should  pass,  though  Goddard  found  that  38  per 
cent  failed.  The  value  of  this  and  similar  tests,  as  giving  an  in- 


28  A  TEACHERS'  MANUAL. 

sight  into  the  deeper  workings  of  the  child  mind,  can  hardly  be 
overestimated.  The  skilled  observer  will  note  not  only  the  defini- 
tions themselves,  but  also  the  by-product  expressions  which  the 
subject  evolves. 

Test  Z.—The  Calendar  Date. 

Material.   None  required. 

Method.  It  is  required  to  secure  from  the  subject  a  complete 
statement  of  the  calendar  date,  including  the  day  of  the  week 
and  month,  name  of  month  and  the  year.  Begin  with  the  ques- 
tion, "What  is  the  date  to-day?"  If  necessary,  extract  informa- 
tion as  follows:  "What  day  of  the  week  is  to-day?"  "What  day 
of  the  month?"  "What  is  the  name  of  this  month?"  "What  year 
are  we  in?" 

Time.  There  is  no  agreement  as  to  a  time  standard.  Test 
until  the  child  has  shown  clearly  that  he  knows  or  does  not  know. 

Record:  +  provided  the  subject  has  given  correctly  the  in- 
formation asked  for,  except  that  the  day  of  the  month  may  be 
given  incorrectly  by  as  much  as  three  days. 

Note.  Children  of  nine  years  most  often  fail  on  the  number  of 
the  year,  a  clear  indication  of  the  late  development  of  definite 
time  consciousness.  (Meumann.)  Goddard  found  that  87  per 
cent  of  his  children  passed  at  nine  years. 

Test  4. — Recall  of  the  Names  of  the  Months. 

Material.    None  required. 

Method.  "Please  give  me  the  names  of  the  months  of  the  year 
'in  their  proper  order,  as  fast  as  you  can."  The  subject  may  be- 
gin at  any  place  he  chooses,  providing  he  gives  the  names  in 
their  proper  order.  No  prompting  is  allowed. 

Time.    Fifteen  seconds  is  allowed  for  the  test. 

Record:  +  if  the  child  gives  the  entire  list  within  the  time 
limit  with  not  more  than  one  error,  whether  of  omission  or 
transposition. 

Note.  Failure  to  give  the  required  data  may  be  due  to  lack 
of  training,  to  poor  memory,  or  to  a  defective  or  undeveloped 
temporal  sense.  If  possible  it  will  be  of  interest  and  value  to 
discover  which  factor  is  responsible.  About  90  per  cent  of 
normal  nine-year-old  school  children  may  be  expected  to  pass 
this  test. 

Test  5. — Arrangement  of  Weight  Series. 

Material.  Provide  five  wooden  cubes  or  tin  salve  boxes,  loaded 
to  weigh  respectively  6,  9,  12,  15,  and  18  grams.  The  blocks 
or  boxes  must  be  of  the  same  size  and  appearance,  though  the 
initial  of  each  weight  may  be  written  on  each  block  or  box,  to 
facilitate  use.  (The  salve  boxes  may  be  conveniently  of 
size,  and  may  be  loaded  with  paste  white  lead.) 


THE  BiNET-SiMON  SCALE.  29 

Method.  Place  the  five  boxes  in  irregular  order  before  the 
child,  calling  attention  to  their  unequal  weight.  "I  want  you  to 
arrange  these  five  weights  in  a  row  so  that  the  lightest  one  shall 
come  first,  and  then  the  other  four  in  the  order  of  their  weight. 
Lift  them  this  way,  with  your  thumb  and  first  finger.  Now, 
which  is  the  lightest?"  "Which  is  the  next?"  "And  now  the 
next?"  etc.,  until  they  have  been  all  adjusted.  Record  the  order 
in  which  they  were  placed.  Give  three  trials.  Revision  is  al- 
lowed at  any  point. 

Time.  Not  more  than  three  minutes  are  allowed  for  the  three 
trials  together. 

Record:  -j-  if  two  of  the  three  trials  were  correct,  and  if  the 
whole  operation  was  done  within  the  time  limit  of  three  minutes. 

Note.  Eighty  per  cent  should  pass  the  test.  When  the  subject 
has  arrang-ed  the  weights  the  last  time  the  question,  "Are  you 
sure  you  are  right?"  asked  in  a  surprised  manner,  will  serve  as 
a  test  of  suggestibility.  The  suggestible  child  will  hasten  to  re- 
adjust the  weights. 


AGE  X. 

Test  1. — Names  Common  Pieces  of  Money. 

Material.  One  each  of  the  penny,  nickel,  dime,  quarter,  half- 
dollar,  dollar,  and  one  each  of  the  one-  two-  and  five-dollar  bills. 

Method.  Place  the  pieces  on  the  table  near  the  subject.  Ar- 
range them  in  a  row,  but  not  in  the  order  of  value.  "Point  to  the 
pieces  of  money  one  by  one,  and  tell  me  the  name  of  each  one 
as  you  point  to  it." 

Time.  No  specified  time  allowance  has  been  agreed  upon, 
though  it  is  highly  desirable  that  a  record  of  the  actual  time 
consumed  be  kept. 

Record:  -\-  whenever  the  subject  succeeds  in  naming  correctly 
all  the  pieces  of  money  as  he  points  to  them. 

Note.  A  recent  suggestion  has  been  made  to  drop  the  five- 
dollar  bill  from  the  list  of  pieces  required.  The  child  is  to  be 
asked  to  name  additional  pieces  of  paper  currency  up  to  ten  dol- 
lars. Ninety-five  per  cent  of  normal  ten-year-old  children  may 
be  expected  to  pass  the  test. 

Test  2. — Drawing  Designs  from  Memory. 

Material.  A  card  4x6  inches  bearing  the  designs  below  (fig.  6) 
in  India  ink.  A  blank  sheet  of  paper,  pen  and  ink. 

Method.  Place  the  card  before  the  subject,  and  allow  him  to 
study  the  designs  for  ten  seconds.  Then  remove  the  card.  "Now 
I  want  you  to  copy  the  two  designs  from  memory."  Require  tfye 
child  to  use  pen  and  ink  in  making  his  reproduction. 


30 


A  TEACHERS'  MANUAL. 


FIG.    6 

Time.  No  final  standard  of  time  has  yet  been  arranged  for  this 
test.  The  number  and  directness  of  the  marks  made  in  repro- 
ducing the  figures  is  probably  of  greater  importance  than  the 
time  required  to  complete  the  copy. 

Record:  +  if  the  copy  is  a  substantial  reproduction  of  the 
original. 

Note.  Binet  used  this  test  in  another  connection,  and  found  a 
high  degree  of  correspondence  between  it  and  the  intelligence  of 
the  child  being  tested.  (Meumann,  vol.  2,  p.  396.) 

Test  3. — Repeats  Six-place  Numbers. 

Material.  A  card  4x6  inches  on  which  are  written  plainly,  in 
black  India  ink,  three  six-place  numbers.  The  digits  composing 
the  numbers  must  be  nonconsecutive. 

Method.  Hold  the  card  so  that  the  subject  can  not  see  the 
numbers.  Then  instruct  as  follows:  "I  am  going  to  read  a  num- 
ber, and  I  want  you  to  repeat  it  after  me  just  as  I  read  it.  Now 
listen." 

First  trial:  3,  7,  4,  9,  2,  6.  Second  trial:  8,  3,  6,  2,  9,  7.  Third 
trial:  2,  7,  8,  4,  9,  5. 

Read  the  number  once,  clearly,  in  a  distinct  voice,  without 
accent,  at  the  rate  of  one-half  second  per  digit.  Give  three 
trials  if  necessary  to  secure  one  successful  reproduction. 

Twie.  The  reproduction  should  be  immediate.  Delay  means 
failure,  because  with  every  second  the  probability  of  success  be- 
comes smaller. 

Record:  -f-  if  the  subject  succeeds  in  reproducing  with  ab- 
solute correctness  one  out  of  the  three  trial  numbers  read  to 
him. 

Note.  Failures  may  be  due  to  complete  failure  of  memory,'  to 
substitution  of  wrong  numerals  or  to  transposition  of  the  right 
ones  into  wrong  places.  Each  type  of  failure  throws  interesting 
side-lights  on  the  mental  type. 

Test  4. — Comprehension  of  Concrete  Situations. 

Material.  None  required,  though  the  questions  below  might, 
for  convenience,  be  written  on  an  index  card  4x6  inches. 


THE  BINET-SIMON  SCALE  31 

Method.  Eight  questions  representing  concrete  problems  are 
proposed  to  the  subject  for  solution.  Ask  the  questions  slowly 
and  distinctly.  If  necessary,  the  questions  may  be  repeated  once. 

1.  "What  ought  you  to  do  when  you  miss  a  train?" 

2.  "When  a  friend  accidentally  hits  you?" 

3.  "When  you  break  something  that  belongs  to  somebody  else?" 

4.  "When  you  are  on  the  way  to  school  and  find  that  you  are 
going  to  be  late?" 

5.  "When  you  are  away  from  home,  and  it  begins  to  rain?" 

6.  "When  you  want  to  buy  something,  but  have  n't  the  money?" 

7.  "What  should  you  say  when  you  are  asked  to  give  your 
opinion  about  somebody  you  don't  know  very  well?" 

8.  "Why  should  we  judge  a  man  more  by  his  acts  than  by 
his  words?" 

Write  the  answers  to  each  of  the  questions  yourself. 

Time.    Twenty  seconds  is  allowed  for  each  reply. 

Record:  +  if  five  out  of  the  eight  questions  are  answered  in 
a  definite,  intelligent  manner.  Vague,  far-fetched,  forced  an- 
swers count  as  failures. 

Note.  The  eight  questions  here  given  are  selected  from  a  con- 
siderable number  of  problems  that  have  been  proposed  by  va- 
rious authors.  They  seemed  the  most  practical  and  natural 
questions  in  the  groups  examined  by  the  writer.  The  answering 
in  an  intelligent  way  of  these  questions  indicates  ability  to 
grasp  a  concrete  situation,  and  to  meet  it  in  a  practical  way — 
one  of  the  most  searching  tests  of  mental  ability.  Goddard 
records  92  per  cent  successes  out  of  106  normal  ten-year-old 
school  children  who  tried  this  test. 

Test  5. — Invents  Two  Sentences  with  Three  Given  Words. 

Material.   None  required. 

Method.  "I  am  going  to  give  you  three  words,  and  I  want  you 
to  make  two  sentences  with  them.  Like  this:  'nail,  hammer, 
garden/  'He  drove  the  large  nails  with  his  new  hammer/  'Then 
he  took  the  hammer  out  into  the  garden  to  play.'  You  see  I 
used  'nail  and  hammer'  in  my  first  sentence,  and  'hammer  and 
garden'  in  my  second  one.  Do  you  understand  what  I  want  you 
to  do?"  Continue  the  explanation,  if  necessary,  until  the  child 
appears  to  understand  what  is  wanted  of  him.  Then  give  the 
following  three  words:  ball,  boys,  river.  Keep  a  written  record 
of  the  sentences  produced. 

Time.  One  minute  is  allowed  for  the  reaction.  Note  the  exact 
time  required  for  the  test. 

Record:  -f  whenever  the  subject  constructs  within  the  one- 
minute  time  limit  two  complete  intelligent  ,  sentences  with  or 
without  a  conjunction. 

Note.  The  character  of  the  sentences  produced  is  of  diagnostic 
importance.  Bald,  matter-of-fact  sentences  of  an  indefinite  char- 
acter, e.  g.,  "Boys  play  ball,"  indicate  a  simple,  immature,  low- 
grade  intelligence;  while  definite,  precise,  circumstantial  sen- 


32  A  TEACHERS'  MANUAL. 

tences,  e.  g.,  "The  boys  that  live  across  the  street  play  ball  every 
afternoon,"  indicate  greater  spontaneity  and  mental  fertility. 
Most  serious  of  all  is  the  situation  in  which  no  intelligible  sen- 
tences at  all  are  produced. 


AGE  XL 

Test  1. — Detection  of  Absurdity. 

Material.    None  required. 

Method.  "I  am  going  to  give  you  some  sentences  that  have 
nonsense  in  them.  Listen  carefully  and  tell  me  if  you  can  tell 
me  where  the  nonsense  is.  Now  listen: 

"  (a)  I  asked  a  boy  how  many  brothers  he  had,  and  he  told  me : 
'I  have  three  of  them,  Tom,  Ed  and  myself.' 

"(b)  Two  band  boys  were  down  on  the  corner,  blowing  a  drum 
and  beating  a  horn  with  all  their  might. 

"(c)  Yesterday  there  was  a  slight  blaze  down  town,  but  it 
was  n't  serious ;  only  half  the  city  was  burned.  * 

"(d)  A  man  asked  a  boy  where  Mr.  Smith  lived.  He  said: 
'The  first  house  you  come  to  is  a  barn,  and  the  next  is  a  hay- 
stack. The  next  is  Mr.  Smith's.' 

"(e)  A  man  came  to  see  me,  but  I  was  not  at  home.  My  friend 
asked  him  to  leave  his  name.  The  man  said :  'Oh,  it  is  n't  neces- 
sary to  leave  my  name.  He  kn(ows  me.' 

"(/)  Last  Friday  two  of  my  friends  called  on  me.  In  the 
evening  all  four  of  us  went  to  the  theater." 

Select  five  of  the  sentences  for  the  test.  Pronounce  them 
slowly  and  distinctly. 

Time.   Two  minutes  are  allowed  for  the  entire  test. 

Record:  -j-  if  the  child  discovers  the  absurdity  in  three  out  of 
five  of  the  statements  within  the  time  limit.  Otherwise  record 
failure. 

Note.  It  has  seemed  wise  to  the  writer  to  substitute  in  place 
of  the  sentences  usually  employed,  others  of  a  less  gruesome  type. 
The  test  touches  upon  the  essential  essence  of  the  associative 
functions,  and  for  that  reason  it  is  to  be  advised  that  the  time 
for  each  of  the  five  reactions  be  taken  singly,  and  that  a  com- 
plete record  of  the  details  of  the  entire  test  be  made.  Goddard. 
using  the  gruesome  sentences  which  Binet-Simon  proposed, 
found  92  per  cent  of  successes.  The  test  as  here  suggested  shows 
about  the  same  ratio. 

Test  2. — Constructs  One  Sentence  with  Three  Given  Words. 

Method.  Follow  the  same  method  as  in  test  5,  age  X,  except 
that  instead  of  calling  for  the  construction  of  two  sentences  out 
of  three  words  we  now  call  for  one  sentence  containing  the  three 
words.  Explain  carefully  what  is  wanted.  Then,  after  giving 
the  warning  signal,  give  the  words,  money,  tree,  country,  or 
paper,  boy,  street. 


THE  BiNET-SiMON  SCALE.  33 

Time.  One  minute  is  allowed  for  the  satisfactory  completion 
of  the  sentence. 

Record:  +  if  the  subject  makes  a  simple  or  complex  sentence 
containing  the  three  given  words.  Two  coordinate  clauses  con- 
nected by  a  conjunction  is  a  failure.  We  want  one  single  major 
idea  with  or  without  a  modifying  clause.  The  sentence  must 
make  sense,  and  be  free  from  absurdity. 

Note.  Observe  carefully  the  quality  of  the  sentence  produced. 
The  suggestion  made  in  connection  with  test  5,  age  X,  holds  in 
connection  with  this  test  as  well.  The  Vineland  tables  show  that 
but  73  per  cent  of  normal  eleven-year-old  school  children  passed 
the  test. 

Test  3. — Gives  Sixty  Words  in  Three  Minutes. 

Material.    None  required. 

Method.  "I  want  to  see  how  many  different  words  you  can 
think  of  and  say  in  three  minutes.  Any  kind  of  words,  big  or 
little,  just  as  you  think  of  them.  One  -boy  gave  over  200 
words  in  the  three  minutes.  See  how  many  you  can  give."  If 
necessary,  illustrate  by  giving  him  an  illustrative  series:  dog, 
cat,  fish,  river,  man,  boots,  etc.  Should  the  child  stop  either 
through  indolence,  confusion,  inhibition  or  for  other  reasons  be- 
fore the  time  allowed  is  up,  urge  him  to  continue:  "Go  ahead! 
You  can  do  better  than  that!"  etc.  Make  a  verbatim  record  of 
the  words  given. 

Time.   Three  minutes  are  assigned  for  the  test. 

Record:  -f  if  the  child  succeeds  in  producing  at  least  sixty 
different  words,  exclusive  of  repetitions,  within  the  time  limit. 
Nonsense  words  do  not  count. 

Note.  It  will  be  interesting  to  note  whether  the  child  gives  its 
words  in  a  regular,  well-controlled  stream  or  whether  the  words 
are  produced  in  hurried,  congested  groups,  broken  by  prolonged 
pauses — a  neurotic  earmark — and  whether  the  words  move  in  a 
straight  line  or  in  circles,  repeating  with  variations  a  single 
central  thought.  Neologisms  should  also  be  noted,  as  well  as  the 
motor  by-products  accompanying  the  test.  Note  further  the 
child's  attitude  toward  the  test,  and  the  scope  of  ideas  it  brings 
to  the  surface.  Ninety-two  per  cent  of  Goddard's  normal  chil- 
dren succeeded. 

Test  4. — Finding  Rhymes. 

Material.   None  required. 

Method.  "Do  you  know  what  a  rhyme  is?  Well,  whenever 
two  words  have  the  same  rhythm  and  end  sound  they  are  said 
to  rhyme.  For  instance,  take  cap,  lap,  map,  nap,  rap,  sap,  tap. 
You  see  they  all  have  the  same  rhythm  and  they  end  in  the  same 
sound.  Now  I  am  going  to  give  you  a  word  and  I  want  you  to 

—3 


34  A  TEACHERS'  MANUAL. 

give  me,  just  as  fast  as  you  can,  three  words  that  rhyme  with  it. 
Ready?"  Use  either  obey,  or  spring,  or  mill.  Be  sure  that 
subject  understands  just  what  is  wanted  of  him  before  beginning 
the  test. 

Time.    Three  rhymes  in  one  minute  is  standard. 

Record:  -f-  if  three  rhymes  meeting  the  specifications  are 
furnished  within  the  time  limit. 

Note.  The  test  involves  not  only  verbal  facility  of  the  child, 
but  also  its  synthetic  associative  processes,  its  sense  of  rhythm, 
and  its  auditory  motor  efficiency.  Ninety  per  cent  of  normal 
children  may  be  expected  to  succeed  in  the  test. 

Test  5. — Reconstruction  of  Dissected  Sentences. 

Material.  Three  cards  4x6  inches,  each  having  plainly  writ- 
ten or  printed  on  its  face  a  dissected  sentence,  like  those  below. 
The  ones  herewith  given  are  standard  as  to  length  and  difficulty. 

Method.  "I  have  here  the  pieces  of  some  sentences  which 
have  fallen  apart.  They  are  all  mixed  up,  and  I  want  you  to 
put  them  together  again  for  me  as  they  should  be  to  make  cor- 
rect sense.  Here  is  the  first  one."  Place  the  card  bearing  the 
first  sentence  before  the  child.  Then  in  like  manner  display  the 
other  two  cards.  The  child  answers  orally.  Record  the  replies. 
The  sentences  are: 

(a)   Hour — for — we — early — at — park — an — started — the. 

( 6 )   To — asked — paper — my — have — teacher — correct — the — I. 

( c)  A — defends — dog — good — his — bravely — master. 

Time.  One  minute  is  allowed  for  each  of  the  sentences,  cor- 
rectly reconstructed. 

Record:  -f-  if  the  child  reconstructs  at  least  two  out  of  the 
three  sentences  within  the  time  limit  allowed  per  sentence. 

Note.  The  test  is  a  difficult  one,  involving,  as  it  does,  a 
drastic  appeal  to  the  synthetic  functions  of  the  "child's  mind. 
Observe  carefully  how  the  child  works.  Goddard  found  that 
only  80  per  cent  of  his  normal  eleven-year-old  children  succeeded. 


AGE  XII. 

Test  1. — Reproduction  of  Seven-place  Numbers.    . 

Material.  Provide  a  card  4x6  inches  in  size,  and  upon  it 
write  plainly  thl-ee  seven-place  numbers,  taking  care  that  the 
digits  are  not  serially  related. 

Method.  "I  have  some  numbers  which  I  want  you  to  repeat 
.  after  me,  just  as  I  say  them,  without  any  change  whatsoever. 
Now  listen  carefully!  Ready?"  First  trial.— 2,  7,  9,  3,  8,  5,  1. 
Second  trial.— 3,  9,  1,  6,  2,  7,  4.  Third  trial.— 5,  3,  7,  6,  9,  4,  8. 
The  numerals  must  be  pronounced  once,  clearly,  distinctly,  with 
no  marked  accent,  at  the  rate  of  one  each  half  second. 


THE  BINET-SIMON  SCALE.  35 

Time.  The  reaction  should  be  given  at  once.  Delay  renders 
success  improbable,  as  the  memory  after-image  is  fleeting  at 
best. 

Record:    -f-  if  one  of  three  trials  is  absolutely  successful. 

Note.  Errors  by  omission,  absolute  failure  of  recall,  trans- 
position, and  substitution  of  wrong  digits  should  be  noted.  They 
are  characteristic  of  special  mental  types.  Eighty-four  per  cent 
of  ordinary  eleven-year-old  school  children  should  succeed  in 
passing  the  test. 

Test  2. — Definitions  of  Abstract  Terms. 

Material.    None  required. 

Method.  "I  want  you  to  tell  me  the  meaning  of  two  or  three 
words  that  I  know  you  sometimes  use.  Tell  me  in  your  own 
words  just  what  you  mean  by  them  when  you  use  them."  First: 
charity.  Second:  justice.  Third:  goodness.  Record  the  re- 
plies verbatim. 

Time.  Allow  the  child  all  the  time  he  needs,  as  long  as  he  is 
evidently  searching  for  a  solution. 

Record.  Two  definitions  which  contain  the  essential  idea,  re- 
gardless of  the  crudity  of  language,  pass  the  test. 

Note.  The  ability  to  generalize  is  one  of  the  latest  to  de- 
velop, and  one  of  the  most  frequently  affected  by  the  factors 
resulting  in  arrest.  The  test  is  a  good  one,  in  spite  of  the  dif- 
ficulties met  in  interpreting  the  results.  Observe  especially 
whether  the  child's  difficulties  are  due  to  lack  of  words,  or  to 
muddy  and  undeveloped  appreciation  of  the  ideas  contained  in 
the  words. 

Test  3. — Repetition  of  a  26-Syllable  Sentence. 

Material.     None  required. 

Method.  "I  am  going  to  pronounce  a  sentence  which  I  want 
you  to  repeat  just  as  nearly  as  you  can  like  I  give  it  to  you. 
Ready?"  First  trial:  " Yesterday  I  passed  on  the  road  a  huge 
yellow  dog  with  a  big  basket  of  meat  and  sausage  in  his  mouth." 
Pronounce  the  sentence  once,  clearly,  slowly  and  distinctly.  If 
the  subject  does  not  repeat  the  first  sentence  correctly  give  him 
another,  and  then  a  third.  Three  trials  are  permitted.  No 
prompting  is  permitted.  Second  trial:  "Uncle  John  brought  me 
a  fine  collection  of  arrows  when  he  came  back  from  his  trip 
through  South  America."  Third  trial:  "Harry  had  a  fine  new 
rifle  which  his  grandfather  bought  for  him  in  New  York  on  his 
birthday  last  summer." 

Time.     The  reproduction  should  be  immediate. 

Record:  -f- if  one  out  of  the  three  sentences  is  reproduced 
with  verbatim  accuracy. 

Note.  This  test  of  logical  memory  is  distinctly  different  from 
test  1,  age  XII.  It  brings  clearly  into  the  foreground  ,the  sub- 


36  A  TEACHERS'  MANUAL. 

ject's  ability  to  carry  an  idea  unchanged  either  as  to  size,  form, 
or  content.  Note,  therefore,  clearly  what  kind  of  errors  the 
subject  commits,  as  the  test  has  undoubted  diagnostic  value.  It's 
very  difficulty  makes  it  valuable.  Goddard  reports  only  42  per 
cent  of  his  twelve-year-old  children  as  succeeding  in  the  test. 

Test  4. — Resists  Suggestion. 

Material.  Provide  six  blank  index  cards  6x8  inches.  On 'the 
first  of  these  cards  draw  two  lines,  A  and  B.  Line  B  is  to  be 
drawn  as  a  continuation  of  A,  and  the  interval  between  the 
two  lines  should  be  one-half  inch.  Let  line  A  be  at  the  left  and 
two  inches  long,  while  line  B  is  at  the  right  and  two  and  one-half 
inches  long.  On  the  second  card  also  draw  two  lines  in  the 
same  manner,  except  that  the  line  at  the  left  is  two  and  one-half 
inches,  and  that  at  the  right  is  three  inches  in  length.  On  the 
third  card  are  to  be  drawn  two  lines  also,  again  in  the  same 
manner,  save  that  now  the  line  at  the  left  is  three  inches  in 
length,  and  that  at  the  right  is  three  and  one-half  inches.  On 
each  of  the  fourth,  fifth  and  sixth  cards  draw  two  lines,  also  in 
the  same  manner,  except  that  all  the  lines  now  are  to  be  three 
and  one-half  inches  long;  i.  e.y  each  card  has  two  lines  three 
and  one-half  inches  long,  drawn  one-half  inch  apart,  and  as  a 
continuation  of  each  other.  Use  India  ink  and  a  drawing  pen. 
The  lines  should  be  heavy  and  clean-cut.  Number  the  cards 
unostentatiously  in  the  upper  right-hand  corner  from  1  to  6,  in 
the  order  as  here  described. 

Method.  Lay  card  number  one  on  the  table  before  the  subject 
with  the  question:  "Which  of  these  two  lines  is  the  longer?" 
When  the  subject  has  answered,  presumably  correctly,  present  the 
second  card  so  as  to  cover  the  first,  and  again  ask:  "And  which 
of  these  lines  is  the  longer?"  Repeat  the  procedure  with  the 
third  card,  using  the  same  question.  Now  present  card  number 
four,  changing  the  question  to  "And  of  these?"  Take  care  to  give 
no  clue,  either  by  gesture,  tone  or  attitude,  as  to  the  right  answer. 
Finish  the  test  now  by  presenting  in  order  cards  5  and  6,  using 
the  same  question  as  with  card  4,  and  using  the  same  caution  as 
to  unconscious  clues.  Practice  asking  the  questions  in  a  monotone, 
free  from  rhetorical  accent.  The  nonsuggestible  child  will  de- 
clare the  lines  on  cards  4  to  6  equal.  The  suggestible  child, 
having  three  times  found  the  right-hand  line  longer  than  the 
left,  will  tend  unconsciously  to  the  presumption  that  the  same 
relationship  holds  on  the  remaining  cards  and  will  answer  ac- 
cordingly. He  will  declare  the  left-hand  lines  to  be  longer  than 
the  right-hand  ones. 

Time.  Try  to  provoke  quick  responses,  as  prolonged  study 
diminishes  the  tendency  to  yield  to  suggestion  by  this  device. 
Simpler  and  better  tests  for  suggestibility  would  not  be  diffi- 
cult to  devise.  For  the  sake  of  standardization,  however,  it  is 
perhaps  best  to  use  the  one  given. 

Record:  -\-  if  the  subject  has  twice  judged  correctly  as  to  the 
length  of  the  lines  on  cards  4  to  6,  inclusive;  otherwise  failure. 


THE  BiNET-SiMON  SCALE.  37 

Note.  The  factor  of  suggestibility  in  a  twelve-year-old  child 
has  a  profound  bearing  on  its  integrity  of  will,  thought  and 
memory.  The  over-suggestible  child  is  weak  and  unstable  and 
becomes  easily  the  prey  of  those  who  prey  on  the  weak.  Moral 
irresponsibility  usually  spells  "suggestibility."  The  test  is 
highly  important,  and  should  be  worked  out  carefully,  possibly 
in  another  form.  Binet  found  that  out  of  thirteen  ten-year-old 
children  only  five  succeeded  in  passing  the  test. 

Test  5. — Problem  of  Implied  Facts. 

Material.    None  required. 

Method.  It  is  desired  to  test  the  child's  ability  to  draw  in- 
ferences. We  use  two  incomplete  statements,  which  he  is  to  fill 
out.  Proceed  as  follows:  (a)  "A  man  walking  in  the  forest  all 
of  a  sudden  began  to  run  at  the  top  of  his  speed,  until  he  came 
to  a  tall  tree.  He. climbed  up  into  it  as  fast  as  he  could,  and 
slid  out  on  one  of  the  branches,  just  as  far  as  he  dared.  What 
was  the  matter?"  (Answer:  A  bear  or  wild  animal  was  after 
him.)  (b)  "My  neighbor  has  been  having  strange  visitors.  First 
a  doctor  came  to  his  house,  next  a  lawyer,  and  just  now  a  minis- 
ter went  in.  What  do  you  think  has  happened?"  (Answer: 
Your  neighbor  was  sick  or  dying.) 

Time.  No  standardized  time  limit  has  been  devised  for  this 
test,  though  it  is  certainly  desirable. 

Record:  -f  when  both  questions  are  answered  with  rational  in- 
ferences. 

Note.  Ninety-three  per  cent  of  normal  twelve-year-old  chil- 
dren passed  the  test  under  Goddard.  It  should  be  noted,  however, 
that  he  used  another  question  instead  of  the  first  one  above.  Its 
gruesome,  not  to  say  offensive  character,  however,  has  led  most 
American  writers  to  reject  it,  and  suggest  a  substitute. 


AGE  XV. 

Test  1. — Interpretation  of  Pictures. 

Material.  Provide  pictures  either  identical  with  or  similar  to 
those  used  for  test  4,  age  III,  and  test  2,  age  VII. 

Method.  Place  three  pictures  in  succession  before  the  subject, 
and  require  him  to  describe  or  interpret  them.  The  purpose  of 
the  test  is  to  elicit  from  the  subject  a  statement  of  the  meaning 
or  motive  of  the  individual  pictures.  Usually  the  response  is  in 
the  form  of  some  word  expressive  of  a  feeling  or  emotion. 

Time.  No  time  standard  has  yet  been  accepted  for  the  test, 
though* the  test  lends  itself  well  to  such  standardization. 

Record:  -f-  if  the  subject  succeeds  in  interpreting  the  motive 
in  terms  of  a  phrase  or  word.  All  three  pictures  submitted  must 
be  interpreted. 

Note.  The  test  has  commended  itself  to  practically  all  serious 
students  of  the  problem  of  intelligence  scales.  It  essays  to  test 
primarily  the  processes  of  emotional  evaluation  which  come  to 
maturity  with  the  dawn  of  adolescence. 


38 


A  TEACHERS'  MANUAL. 


Test  2. — Reversed  Clock  Hands  Visualized. 

Material.    None  required. 

Method.  "I  want  you  to  imagine  that  you  see  the  face  of  a 
clock,  and  that  it  is  2 : 56  in  the  afternoon.  Can  you  imagine  that 
you  see  the  hands"  " Where  is  the  long  hand?"  "And  where  is 
the  short  one?"  "Now  imagine  that  the  two  hands  are  reversed, 
that  the  long  hand  and  the  short  hand  have  exchanged  places: 
What  time  would  it  be?"  (Answer:  11:15.)  Try  6:20  in  the 
same  way.  (Answer:  The  hands  never  normally  take  that  posi- 
tion.) 

Time.  No  standardized  time  has  been  agreed  upon  for  this 
test  though  the  test  would  lend  itself  very  appropriately  to  time 
s  tandardi  zation . 

Record:  +  whenever  the  subject  succeeds  in  giving  the  an- 
swers above  indicated,  without  prompting. 

Note.  The  test  is  a  difficult  one  and  will  in  all  likelihood  need 
simplification  or  restatement.  It  involves  especially  the  visualiz- 
ing function,  and  may,  for  that  reason  be  expected  to  appeal  par- 
ticularly to  eye-minded  children.  Poor  visualizers  will  be  un- 
likely to  succeed. 

Test  3. — The  Diagram  Cipher. 

Material.    None  required. 

Method.  Construct  the  diagrams  below  in  the  presence  of  the 
subject,  and  while  he  is  giving  close  attention.  Call  attention  to 
the  vertical  arrangement  of  the  letters  in  the  first  and  second 
diagrams,  to  the  counter-clockwise  arrangement  in  the  third  and 
fourth,  and  to  the  letters,  A,  J,  S  and  W  as  the  first  letters  of 
each  of  the  diagrams  respectively.  Emphasize  also  the  presence 
of  the  dots  in  the  corners  of  the  second  and  fourth  diagrams. 
When  once  the  scheme  has  been  made  clear,  suggest  that  in  the 
Civil  War  the  soldiers  of  the  South  used  this  diagram  for  secret 
correspondence,  by  writing  for  each  letter  of  their  message  that 
part  of  the  diagram  in  which  the  letter  is  placed  in  the  key.  For 
illustration  the  word  "wasp"  would  be  written  'VLJN/L.  .  Now 
ask  the  subject  to  write  his  own  name  in  the  cipher,  allowing 
him  to  use  the  key.  Then,  having  by  this  means  made  it  per- 
fectly clear  that  the  child  understands  the  principle  of  the 
cipher,  remove  the  key,  and  ask  him  to  write  "Caught  a  spy"  in 
this  code.  After  the  test  proper  (Caught  a  spy)  begins,  the  sub- 


A 

D 

G 

B 

E 

H 

C 

F 

I 

J 

% 

M 

• 

p 

• 

K 

• 

N 

• 

a 

L* 

6 

*  R 

Fig- 


THE  BINET-SIMON  SCALE.  39 

ject  may  not  see  the  key,  nor  may  he  make  a  new  one  for  him- 
self. He  must  rely  entirely  on  his  memory  for  the  key. 

Time.  Healy  and  Fernald,  from  whom  Goddard  adopted  this 
test,  suggest  no  time  standard,  either  for  the  test  as  a  whole,  or 
for  the  individual  letters. 

Record:  +  when  the  subject  succeeds  in  translating  the  sen- 
tence into  the  code  with  not  more  than  one  error.  Every  wrong 
or  incomplete  symbol  counts  as  an  error. 

Note.  Children  find  the  test  very  interesting,  and  it  throws 
interesting  side-lights  on  the  child's  ability  to  visualize,  to  dis- 
sociate, to  remember,  to  attend  persistently,  and  to  establish  new 
associations.  As  a  learning  test  it  offers  much  promise,  especially 
if  the  time  be  rigorously  controlled.  The  author  has  found  no 
twelve-year-olds  able  to  do  the  test  within  a  reasonable  time. 

Test  4. — Logical  Association. 

Material.  A  card,  4x6  inches,  on  which  the  following  words 
are  written:  1,  good;  2,  outside;  3,  quick;  4,  tall;  5,  big;  6,  loud; 
7,  white;  8,  light;  9,  happy;  10,  false;  11,  like;  12,  rich;  13,  sick; 
14,  glad;  15,  thin;  16,  empty;  17,  war;  18,  many;  19,  above; 
20,  friend. 

Method.  "If  a  dog  is  not  alive,  what  is  he?  Dead,  of  course. 
Well,  the  word  Mead'  is  the  opposite  of  the  word  'alive.'  Now 
what  is  the  opposite  of  'good'?"  Then  present  in  order  the  rest 
of  the  list.  If  necessary  illustrate  again,  but  do  not  continue  the 
illustrations  beyond  the  second  word.  The  subject's  failure  to 
understand  the  directions  is  sufficient  evidence  that  he  will  be 
unable  to  pass  the  test.  Keep  a  verbatim  record  of  the  sub- 
ject's replies,  or  better  yet,  have  him  write  his  own  opposites. 
Time.  No  standard  of  time  has  been  established.  In  general, 
the  individual  reactions  should  be  given  in  three  seconds.  It 
would  be  wise  to  note  the  time  of  each  reaction  with  a  stop 
watch. 

Record:  -f-  if  appropriate  reactions  are  given  for  at  least  17 
out  of  the  20  words  in  the  list.  It  may  be  difficult  in  all  cases  to 
say  absolutely  whether  a  given  reaction  is  entirely  right  or 
wrong.  In  such  cases,  if  the  word  may  be  conceivably  correct 
in  certain  limited  situations,  credit  as  one-half  right,  and  add 
it  into  the  record  accordingly,  i.  e.,  12  words  entirely  right,  and 
8  half  right  =  12  +  f  =16,  which  would  mean  that  the  record 
is  a  failure,  since  17  are  required  to  pass. 

Note.  The  test  indisputably  has  merit.  Observe  how  the  sub- 
ject meets  the  situation,  more  especially  when  confronted  with 
the  more  unusual  problems,  such  as  the  words  "war"  and 
"friend."  Some  children  are  entirely  silenced,  while  others,  in 
default  of  the  appropriate  term  offer  either  a  more  or  less  inap- 
propriate one,  or  propose  simple  negative  terms  such  as  "un- 
war,"  "unfriend,"  etc. 


40  A  TEACHERS'  MANUAL. 

Test  5. — Ethical  Generalization  (Terman) . 

Material.  A  card  4x6  inches,  upon  which  has  been  written 
the  fable  below. 

Method.  "I  have  a  story  I  want  to  read  to  you.  I  want  you 
to  listen  carefully,  because  when  I  am  through  I  want  you  to  tell 
me  what  you  think  of  it." 

First  Fable,  "The  Milkmaid  and  Her  Plans."— A  milkmaid  was 
carrying  her  pail  of  milk  on  her  head,  and  mused  thus:  "The 
money  for  this  milk  will  buy  300  eggs.  The  eggs  will  produce 
at  least  250  chickens.  With  the  money  which  the  chickens  will 
bring  I  will  buy  a  new  gown.  In  this  new  dress  I  will  go  to  the 
parties  with  the  young  fellows,  whotwill  all  propose  to  me.  But 
I  will  toss  my  head,  and  refuse  them,  every  one."  At  this 
moment  she  tossed  her  head  in  unison  with  her  thoughts,  and 
dashed  the  pail  of  milk  to  the  ground,  and  all  her  imaginary 
dreams  perished  in  a  moment. 

"Now  tell  me  what  do  you  think  of  the  story;  what  is  it 
driving  at?"  Having  secured  a  reply  to  the  first  fable,  read  the 
second  also. 

Terman  found  that  54  per  cent  of  his  fourteen-year-old  chil- 
dren passed  this  fable. 

Second  Fable,  "The  Fox  and  the  Crow." — A  crow,  having 
stolen  a  bit  of  meat,  perched  in  a  tree,  and  held  it  in  her  beak. 
A  fox,  seeing  her,  wished  to  secure  the  meat,  and  thus  addressed 
her:  "How  handsome  you  are!  And  I  have  heard  that  the 
beauty  of  your  voice  is  equal  to  that  of  your  form  and  feathers. 
Will  you  not  sing  for  me,  that  I  may  judge  if  this  be  true?" 
The  crow  was  so  pleased  that  she  opened  her  mouth  to  sing  and 
dropped  the  meat,  which  the  fox  immediately  ate. 

Thirty-nine  per  cent  of  Terman's  fourteen-year-old  children 
passed  this  fable. 

Time.    No  definite  time  limit  for  the  response  need  be  set. 

Record:  -f  if  the  subject  gives  an  entirely  correct  statement 
of  the  point  of  one  of  the  fables  in  a  generalized  form,  e.  g.,  if 
the  response  is  in  the  form  of  a  bald,  concrete  moral,  the  test 
is  to  be  graded  as  a  failure,  since  the  purpose  of  the  test  is  to 
bring  to  the  surface  the  subject's  ability  to  generalize  moral 
and  social  relationships. 

Note.  Terman  and  Childs,  and  also  Meumann,  assert  that 
the  test  is  especially  valuable  as  indicating  the  ability  of  the 
subject  to  discern  the  motives  of  actions,  to  catch  the  underlying 
idea  of  an  action,  and  to  reveal  the  child's  social  consciousness. 
They  contend  that  it  may  be  possible  with  this  test  to  discover 
moral  abnormalities  in  children  who  otherwise  appear  entirely 
normal.  (Neumann,  vol.  2,  pp.  216-218.) 


THE  BiNET-SiMON  SCALE.  41 


ADULT  AGE. 

Test  1. — Interpreting  Cut  in  Twice-folded  Paper. 

Material.  A  number  of  sheets  of  paper  about  six  inches 
square,  pair  of  scissors. 

Method.  In  the  presence  of  the  subject  take  up  one  of  the 
sheets  of  paper.  "I  am  going  to  ask  you  to  watch  me  carefully. 
First  I  fold  this  paper  once  across  the  middle,  into  halves.  Then 
I  fold  it  again  across  the  middle  into  quarters.  This  way.  Now 
I  am  going  to  cut  an  equilateral  triangle  from  this  corner  where 
the  folds  are.  Now,  how  would  this  paper  look  if  I  were  to  open 
it.  I  want  you  to  draw  for  me  on  this  sheet  of  paper  a  diagram 
of  what  you  think  this  cut  sheet  would  look  like  if  it  were  opened 
up  like  this  one.  (Demonstrate  by  opening  a  similarly  folded, 
but  uncut  sheet.)  Do  not  show  the  triangle  you  have  cut  out. 
No  coaching  allowed.  If  there  is  any  likelihood  that  those  who 
have  already  taken  the  test  have  talked  to  your  subject  about 
it,  vary  the  test  by  cutting  out  'an  irregular  section,  or  even 
by  cutting  out  two  simple  sections. 

Time.   No  time  limit  has  been  adopted  for  this  test. 

Record:  -j-  if  the  subject  draws  an  approximately  correct  dia- 
gram of  the  result  of  the  cutting.  The  drawing  may  deviate  in 
the  matter  of  proportions,  but  the  essential  idea  must  be  con- 
tained in  it. 

Note.  The  test  is  undoubtedly  difficult,  and  involves  to  a  large 
degree  the  function  of  visualization,  and  the  ability  to  place 
visualized  images  in  definite  relationships  purely  by  psychic 
effort.  It  is  always  well  to  make  sure  that  the  subject  has  not 
done  the  test  before,  nor  seen  it  done  by  others. 

Test  2. — Abstract  Terms  Compared. 

Material.  For  convenience  write  on  a  card  4x6  inches  the 
following  pairs  of  abstract  terms:  Pleasure  and  honor;  evolu- 
tion and  revolution;  event  and  advent;  poverty  and  misery; 
pride  and  pretension. 

Method.  Request  the  subject  to  point  out  the  essential  dif- 
ferences between  each  of  the  couplets  attove  indicated.  The 
writer  requires  his  subjects  to  write  their  replies.  The  best 
type  of  reply  involves  a  definition  of  each  of  the  terms,  and  an 
emphasis  of  the  essential  differences  so  revealed. 

Time.  No  definite  time  limit  has  been  set,  though  it  would 
be  valuable  to  note  the  time  required  to  solve  each  couplet. 
Many  of  the  tests  in  the  series  involve  the  two  factors  of  speed 
and  accuracy.  While  these  are  sometimes  inversely  related,  this 
is  by  no  means  always  the  case,  and  a  brilliantly  satisfactory 
solution  worked  out  in  a  minimum  time  is  certainly  indicative 
of  a  more  efficient  type  of  intelligence  than  the  same  solution 
worked  out  laboriously  and  at  the  cost  of  many  minutes  of 
time. 


42  A  TEACHERS'  MANUAL. 

Record:  -f  when  the  essential  differences  between  the  mem- 
bers of  any  four  couplets  are  indicated. 

Test  3. — Reproduction  of  Logical  Content. 

Material.    None  required. 

Method.  Explain  to  the  subject  that  you  are  about  to  read  a 
selection  to  him  and  that  you  will  ask  him  to  tell  you  the  sub- 
stance of  what  you  have  read.  Urge  him  to  give  you  close  at- 
tention. Read  to  him,  once,  slowly,  distinctly,  and  with  ex- 
pression the  following  selection.  "One  hears  very  different  judg- 
ments on  the  value  of  life.  Some  say  it  is  good,  others  say  it 
is  bad.  It  would  be  more  correct  to  say  that  it  is  mediocre; 
because  on  the  one  hand  it  brings  us  less  happiness  than  we 
want,  while  on  the  other  hand  the  misfortunes  which  it  brings 
are  less  serious  than  they  might  be.  It  is  the  mediocrity  of  life 
that  makes  it  endurable,  or  still  more,  that  keeps  it  from  being 
positively  unjust." 

Time.    The  reproduction  should  be  given  at  once. 

Record:  +  if  the  subject  succeeds  in  giving  the  central 
thought  in  his  own  words. 

Note.  The  test  as  here  given  is  taken  with  minor  verbal  modi- 
fications from  Goddard.  Note  that  the  emphasis  here  is  placed 
on  the  recall  of  logical  rather  than  direct  sensory  material. 

Test  4. — Concrete  Ingenuity. 

Material.    None  required. 

Method.  "I  have  a  problem  which  I  want  you  to  solve.  A 
farmer  was  on  his  way  to  market.  He  had  with  him  a  bushel 
of  corn,  a  fox  and  a  goose.  He  came  to  a  river  which  it  was 
necessary  to  cross.  There  was  no  bridge  and  the  only  boat  avail- 
able was  so  small  that  he  could  take  only  one  of  his  commodities 
across  at  once.  Now  if  he  left  goose  and  fox  together,  the  fox 
would  eat  the  goose.  If  he  left  the  goose  and  the  corn  together, 
the  goose  would  consume  the  corn.  How  did  he  contrive  to  get 
his  property  across  without  having  the  fox  eat  the  goose,  or 
the  goose  eat  the  corn?"  Read  the  problem  in  a  clear,  distinct 
tone  of  voice.  If  necessary  repeat  the  problem  in  whole  or  in 
part.  Give  no  advice.  If  possible,  write  or  have  the  subject 
write  his  solution. 

Time.  Record  the  amount  of  time  consumed  in  working  out 
the  solution. 

Record:  +  if  the  subject  succeeds  in  working  out  a  plan  by 
which  the  three  loads  may  be  safely  carried  across,  e.  g.  (1) 
Take  the  goose  over;  (2)  Return  empty;  (3)  Carry  the  corn 
over;  (4)  Return  with  the  goose;  (5)  Carry  the  fox  over;  (6) 
Return  empty;  (7)  Carry  the  goose  across. 

Note.  The  test,  while  in  the  nature  of  a  puzzle,  approximates 
the  conditions  of  a  concrete  life  situation,  i.  e.,  given  familiarity 
with  all  the  factors,  to  manipulate  them  in  such  a  way  as  to 


THE  BiNET-SiMON  SCALE.  43 

produce  novel  and  worthful  results.  The  writer  proposes  this 
test  in  place  of  the  "reversed  triangle"  test,  as  being  more  prac- 
tical, as  touching  on  a  phase  of  function  not  touched  on  by  any 
other  one  of  the  adult- tests,  and  as  being  essentially  a  duplicate 
of  Goddard's  test  for  adult  age. 

Test  5. — Suggestion  of  Error. 

Material.  On  a  card  4x6  inches  or  on  a  sheet  of  paper  write 
in  a  plain,  bold  hand  the  following  sentence:  "The  constituton 
is  our  safeguard  against  oppression."  (Note  the  misspelling  of 
the  word  "constituton."  Be  sure  to  copy  it  as  here  given,  i.  e., 
incorrectly. ) 

Method.  Place  the  card  before  the  subject,  and  request  him 
to  "read  it  carefully,  so  as  to  be  able  to  reproduce  it."  Allow 
thirty  seconds  for  inspection.  Now  remove  the  card,  and  after 
one  minute  request  the  subject  to  write  the  sentence  for  you  on 
a  sheet  of  paper.  "Be  sure  to  write  it  just  as  you  saw  it,  mis- 
takes and  all.  You  remember,  of  course,  that  there  were  three 
misspelled  words  in  the  sentence  as  you  saw  it.  Please  be  sure 
to  put  them  in,  because  it  is  a  part  of  the  test  of  the  accuracy 
of  your  memory.  If  you  can  not  remember  just  what  any  of  the 
errors  were,  but  do  remember  in  what  word  they  were,  mark  the 
word  with  a  cross.  That  will  help  some.  If  you  remember  see- 
ing some  of  the  misspelled  words,  but  can  not  recall  which  they 
were  state  how  many  you  remember  seeing."  Give  no  hint  by 
look,  attitude  or  tone  of  the  real  situation,  otherwise  the  test  will 
fail.  Train  yourself  to  give  the  suggestion  in  all  seriousness. 

Time.  The  subject  inspects  the  sentence  thirty  seconds.  The 
experimenter  fills  one  minute  with  general  directions.  The  sub- 
ject then  proceeds  at  once  to  write. 

Record:  -f  if  the  subject  copies  the  sentence  correctly  as  it 
actually  was,  or  does  not  cross  more  than  one  word  as  probably 
containing  an  error. 

Note.  The  test  as  here  given  is  adapted  from  Meumann's  ver- 
sion of  a  similar  experiment  performed  by  Dueck  upon  students 
from  16  to  20  years  of  age.  The  writer's  attempts  with  the  test 
as  described  above  have  resulted  as  follows :  12  per  cent  of 
54  students  18  to  24  years  old  entirely  susceptible;  26  per  cent 
of  54  students  18  to  24  years  old  one-half  suggestible;  62  per  cent 
suggestible  to  a  varying  but  indifferent  degree.  (Meumann,  vol.  2, 
p.  80.) 


44  A  TEACHERS'  MANUAL. 

CHAPTER  V. 
The  Interpretation  of  the  Results. 

Mental  tests  may  be  arranged  to  give  insight  into  either  the 
maturity  or  the  native  endowment  of  those  who  are  examined. 

By  maturity  we  mean  the  development  of  native  capacity  as 
a  whole  by  growth,  training  and  environment.  The  term  is  a 
general  one. 

By  native  endowment  we  mean  the  special  capacities  for  func- 
tion with  which  nature  has  provided  the  individual.  The  term 
is  usually  used  with  specific  reference  to  individual  aspects  of 
mental  functioning. 

The  Binet-Simon  scale  is  primarily  a  system  of  tests  for 
establishing  the  degree  of  maturity  of  intelligence.  It  does  not 
pretend  to  be  a  complete  system  of  mental  tests,  because  it  does 
not  test  individual  intelligence-functions,  as  such,  nor  does  it  con- 
cern itself  directly  with  either  the  emotional  or  the  volitional 
aspect  of  the  individual  character. 

However,  although  the  scale  in  question  is  primarily  intended 
as  a  measure  of  intelligence  maturity,  yet  it  may  be  so  used 
as  to  give  valuable  insight  into  the  specific  endowments  of  the 
individual  child. 

The  question  of  interpretation  will  therefore  be  discussed 
from  each  of  these  two  angles. 

I.     THE  SCALE  AS  A  MEASURE  OF  MATURITY. 

The  thought  of  the  authors  of  the  scale  was  that  the  intel- 
lectual ability  of  children  of  a  given  age  tended  to  approach  a 
relatively  well-marked  norm.  The  individual  tests  for  each  age 
were  selected  on  this  basis. 

It  follows,  therefore,  that  a  child  may  be  ranked  intellectually 
on  the  basis  of  the  age-tests  which  it  passes,  regardless  of  its 
physiological,  anatomical  or  chronological  age.  A  child  may  be 
ten  calendar  years  old,  and  only  six  mental  years  old;  i.  e.,  it 
may  have  only  the  mental  development  of  a  six-year-old  child, 
in  spite  of  its  ten  years  of  growth  and  experience.  Of  course  the 
opposite  may  also  be  true;  that  is,  the  child's  mental  growth 
may  have  outstripped  its  physical  development. 

Rule. — To  determine  the  mental  age  of  a  child  from  the 
results  of  the  Binet-Simon  testing  proceed  as  follows:  (a)  Take 


THE  BINET-SIMON  SCALE.  45 

as  age  standard  the  tree  for  which  the  child  passed  all  the  tests, 
(b)  Add  to  this  one  additional  year  for  every  five  higher  tests 
which  the  child  passed. 

For  example.  John  Smith,  ten  years  of  age,  passed  all  the 
tests  in  Age  VIII,  he  passed  four  tests  in  Age  IX,  passed  two 
tests  in  Age  X,  one  test  in  Age  XI,  and  one  in  Age  XII.  The 
basic  age,  that  in  which  he  passed  all  the  tests,  is  eight  years. 
He  passed  in  addition  8  higher  tests:  8  -f-  5  =  1.6.  Eight  years 
plus  1.6  years  =  9.6.  John  Smith  possesses  the  mental  ma- 
turity of  a  normal  child  9.6  years  of  age,  i.  e.,  he  is  approximately 
normal. 

This  method  of  evaluating  the  results  of  the  scale  has  been 
adopted  by  practically  all  workers  in  the  field.  It  is  at  once  the 
simplest,  and,  considering  the  general  nature  of  the  tests  com- 
posing the  scale,  the  most  adequate.  Stern,  of  Breslau,  sug- 
gests dividing  the  number  of  tests  that  John  Smith  actually 
passed  by  the  number  that  he  ought  to  have  passed,  and  using 
the  quotient  as  a  coefficient  of  mental  age;  e.  g.,  John  Smith 
should  have  passed  five  tests  for  every  year  of  his  age.  He 
actually  passed  48.  Therefore  48  -=-  50  =  .96  is  his  mental  age 
coefficient.  The  method  has  met  with  indifferent  success,  and  is 
not  in  wide  use,  in  spite  of  certain  advantages.  Terman  and 
Childs  suggest  a  still  different  method  of  working  up  the  tests. 
The  reader  is  referred  to  their  work  for  a  detailed  statement  of 
their  plan.  (See  the  bibliography  at  the  end  of  this  pamphlet.) 

II.  THE  SCALE  AS  A  MEASURE  OF  THE  SPECIFIC  ELEMENTS  OF 
MENTAL  FUNCTIONING. 

Although,  as  already  indicated,  the  Binet-Simon  scale  does  not 
pretend  to  be  anything  more  than  a  measure  of  mental  develop- 
ment, yet  a  little  reflection  will  show  at  once  that  its  component 
tests  may,  if  rightly  interpreted,  give  valuable  insight  into  the 
detailed  aspects  of  mental  functioning.  Meumann  has  clearly 
pointed  out  that  we  have  these  three  distinct  types  of  tests: 
capacity  or  endowment,  maturity  or  development,  and  environ- 
ment or  training. 

With  this  analysis  of  the  scale  in  mind,  it  becomes  fairly  pos- 
sible to  answer  not  only  the  question,  Is  the  child  subnormal, 
normal,  or  precocious?  but  also,  if  extra-normal  in  his  develop- 
ment, it  becomes  feasible  to  show  whether  the  defect  is  due  to 
training,  or  to  natural  endowment,  or  to  atypical  development. 

As  a  general  principle,  it  may  be  stated  that  all  those  tests 


46  A  TEACHERS'  MANUAL. 

which  involve  the  repetition  of  conventional  lists  of  facts  will 
display  the  quality  of  training. 

Those  tests  which  involve  the  repetition  of  auditory  digits  or 
sentences,  as  well  as  those  which  involve  the  various  aspects  of 
the  associative  function,  of  image  building,  and  of  suggestibility, 
display  at  least  inferentially  the  native  capacity  for  specialized 
functions. 

Those  tests  which  are  arranged  in  progressive  steps  of  in- 
creasing difficulty,  or  which  involve  the  more  tardily  appearing 
functions,  such  as  generalization,  spatial  visualization,  reason- 
ing, complex  comparison  and  the  like,  refer  directly  to  the  matura- 
tion of  native  capacities. 

No  sweeping  rules  can  be  laid  down  here.  The  experimenter 
is  urged  to  make  full  notes  of  each  test  as  it  is  given.  If  possible 
dictate  observations  to  an  assistant  who  is  free  to  write,  and  then, 
after  the  testing  is  done,  read  over  carefully  these  verbatim 
notes.  They  will  reveal  on  even  superficial  study  a  wealth  of 
facts  concerning  the  details  of  the  mental  life  of  the  subject 
which  will  go  far  to  answer  the  question  "Why,  and  in  what 
particulars  is  this  child  deficient?" 

III. — THE  CLASSIFICATION  OF  DEFECTIVE  CHILDREN. 

By  common  consent  of  the  workers  in  the  field  of  mental 
deficiency — 

The  child  who  lags  three  years  behind  his  chronological  age  its 
classed  as  backward. 

The  child  which  shows  a  mental  age  of  from  0  to  2  years  is 
classed  as  an  idiot. 

The  child  with  a  mentality  of  from  3  to  7  is  classed  as  an 
imbecile. 

The  child  with  a  mental  age  of  from  7  to  12  years  ranks  as 
a  moron — a  term  substituted  for  the  earlier  word  "feeble-minded." 

It  should  be  remembered,  however,  that  in  the  immature 
child  this  classification  according  to  mental  age  holds  only  for 
the  time  being.  Further  development  is  always  possible  until 
the  age  of  final  crystallization  has  been  reached. 


THE  BINET-SIMON  SCALE.  47 

CHAPTER  VI. 
Appendix  A. 

A  SIMPLE  METHOD  OF  EYE  TESTING. 

The  test  described  below  is  intended  to  reveal  the  grosser  and 
more  serious  deviations  from  the  refractive  norm.  It  does  not 
pretend  to  any  degree  of  absolute  accuracy,  and  it  is  given  here 
only  to  enable  the  examiner  to  establish  the  fact  that  visual  de- 
fect exists,  and  of  what  sort  it  is.  The  defects  so  discovered 
should  in  every  case  be  referred  to  a  specialist  for  further  ex- 
amination and  relief. 

There  are  in  general  five  kinds  of  visual  defect : 

1.  Amblyopia — a  dimness  of  vision  due  to  deficiency  of  the 
nervous  mechanism  involved  in  seeing.    It  may  be  congenital  and 
incurable,  or  a  mere  by-product  of  neurotic  dissociation. 

2.  Asthenopia — a  weakness  of  the  retinal  and  other  visual 
mechanisms,  due  to  strain  or  disease.     Usually  relieved  by  suit- 
able hygienic  measures. 

3.  Color-blindness — either  of  red-green,  or  blue-yellow,  or  of 
a  mixed  type.     The  defect  occurs  in  about  4  per  cent  of  males, 
and  in  less  than  0.5  per  cent  of  females.    It  is  usually  congenital 
and  incurable.     For  a  detailed  discussion  of  the  theory  of,  and 
tests   for,   this   interesting   deviation    see    Whipple,    Manual   of 
Mental  and  Physical  Measurements,  2d  ed.,  vol.  1,  pp.  181-193. 

4.  Ametropia — a  failure  of  the  refractive  mechanism  of  the 
eye  to  bring  the  light  rays  to  a  sharp  focus  on  the  retina.    In  the 
children  to  be  tested  the  focal  point  may  lie  in  front  of  the 
retina :  eye-ball  too  long — myopia,  or  nearsightedness ;  or  it  may 
lie  behind  the  retina :  eye-ball  too  short — hyper opia,  or  farsight- 
edness;   or   the   cornea   may   present   irregular    convexity,   thus 
producing  two  different  focal  planes  within  the  eye — astigmatism. 
All  three  types  of  refractive  error  need  lenses.     They  should  in 
every  case  be  prescribed  by  a  registered  optometrist. 

5.  Motor    Assymetry—a,    defective    coordination    of    the    six 
muscles  controlling  each  eye,  with  the  result  that  the  two  eyes 
do  not  properly  point  in  the  same  direction  at  once.     This  defect 
may  be  latent — heterophoria,  or  it  may  be  evident — heterotropia, 
strabismus,  or  cross-eyes.     Mild  forms  of  heterophoria  are  very 


48  A  TEACHERS'  MANUAL. 

common,  but  may  be  neglected.  Serious  cases  of  heterophoria, 
and  all  cases  of  heterotropia  should  be  given  medical  attention 
as  early  as  possible.  (For  a  full  discussion  of  terminology  and 
tests  for  heterophoria,  see  Whipple,  op.  cit.,  pp.  175-181.) 

The  test  herewith  described  concerns  itself  only  with  the  three 
major  forms  of  ametropia. 

Material  Required.  Provide  an  eye-test  chart,  such  as  may 
be  secured  from  any  manufacturing  optician  for  about  ten  cents. 
The  Merry  Optical  Co.,  of  Kansas  City,  Mo.,  furnish  a  very 
convenient  folding  chart  in  four  sections.  Provide  also  a  black 
pasteboard  card  about  3x4  inches  square. 

Method.  Fasten  the  chart  to  a  Wall  in  such  a  position  that 
it  shall  be  well-lighted,  though  not  in  direct  sunshine.  The 
bottom  of  the  chart  should  be  about  thirty  inches  from  the  floor. 
Measure  off  twenty  feet  in  a  line  perpendicular  to  the  chart,  and 
at  this  distance  place  a  chair  for  the  subject  to  be  examined. 
When  the  subject  has  been  seated,  let  him  hold  the  black  paste- 
board card  in  front  of  his  left  eye,  while  he  reads  aloud  as  many 
of  the  lines  of  letters  on  the  card  as  he  is  able  to  distinguish. 
Let  him  begin  the  reading  with  the  largest  letters,  and  when  he 
reaches  a  line  beyond  which  he  is  unable  to  go  because  of  the 
visual  limitations  of  the  right  eye,  note  the  number  under  the 
last  line  read.  Now  proceed  in  the  same  manner  with  the  left 
eye,  covering  the  right  eye  with  the  cardboard  and  reading  with 
the  left.  Again  note  the  number  under  the  last  line  read. 

At  the  top  of  the  chart  will  be  found  a  number  of  heavy 
black  lines  radiating  from  a  common  center.  Cover  each  eye 
in  turn,  and  ask  the  subject  to  tell  whether  any  of  the  linos 
seem  blacker  than  the  rest.  Note  which,  if  any,  seem  darker, 
and  whether  the  lines  are  seen  as  unequally  black  with  one  or 
both  eyes. 

Record.  Normally  at  a  distance  of  twenty  feet  the  subject 
should  be  able  to  read  the  line  marked  "20  feet."  Visual  acuity 
may  therefore  be  scored  as  a  fraction  whose  numerator  is  20, 
the  distance  the  subject  is  from  the  chart,  and  whose  denominator 
is  the  number  under  the  last  line  read.  If  the  subject  at  20  feet 
reads  only  to  the  line  marked  "40  feet"  with  his  right  eye,  then 
Vis.  R.  E.  —  20/40;  that  is,  the  right  eye  is  myopic,  or  short- 
sighted. If  with  the  left  eye  he  reads  to  the  line  marked  "15 
feet,"  then  Vis.  L.  E.  =  20/15;  that  is,  the  left  eye  is  hyperopic, 
or  far  sighted.  Whenever  the  value  of  the  fraction  is  less  than  1 
myopia  is  indicated;  ivhen  the  value  of  the  fraction  is  greater 


THE  BINET-SIMON  SCALE.  49 

than  1  hyperopia  is  probably  present.  If  either  of  the  eyes  re- 
ported any  of  the  divergent  lines  as  blacker  than  the  rest,  that 
eye  is  astigmatic,  and  the  direction  of  the  lines  seen  grayer  than 
the  rest  indicates  the  axis  of  the  corneal  irregularity.  Astigma- 
tism is  exceedingly  common,  and  few  cases  of  either  myopia  or 
hyperopia  occur  which  are  not  complicated  with  it. 

Even  slight  degrees  of  ametropia,  especially  those  complicated 
with  astigmatism,  are  likely  to  lead  to  serious  nervous  and  physi- 
cal consequences.  The  afflicted  child  should  always  be  urged  to 
seek  competent  counsel  and  treatment. 


50  A  TEACHERS'  MANUAL. 


Appendix  B. 

A  SIMPLE  AUDITORY  TEST. 

The  test  herewith  suggested  has  been  widely  used,  and  is  de- 
scribed in  detail  by  both  Whipple  and  Pyle.  It  is  only  intended 
to  test  roughly  the  degree  of  lessened  auditory  acuity  that  may 
exist.  It  does  not  test  pitch  discrimination,  nor  does  it  lend  it- 
self, at  least  in  the  form  usually  advised,  to  accurate  diagnostic 
work.  For  a  detailed  statement  of  other  and  more  accurate  tests 
consult  Whipple:  Manual  of  Ment.  and  Phys.  Tests,  2d  ed.,  vol. 
1,  pp.  200  to  222;  and  also  Pyle:  The  Examination  of  School 
Children,  N.  Y.,  Macmillan,  1913,  pp.  55  to  58. 

Material  Required.  An  ordinary  watch,  preferably  the  one 
which  the  experimenter  habitually  carries;  a  tape  measure  five 
yards  in  length  or  more,  and  some  thumb  tacks. 

Method.  Remove  the  subject's  watch,  if  he  carries  one. 
Fasten  the  tapeline  to  a  wall  with  the  thumb  tacks.  At  the 
zero  end  of  the  tape  line  place  a  chair  for  the  subject.  Request 
the  subject  to  seat  himself,  to  close  his  eyes,  and  to  listen  for  the 
ticking  of  the  watch.  The  ear  to  be  tested  first  must  be  just  in 
front  of  the  zero  end  of  the  tape. 

Hold  the  watch  in  the  hollow  of  your  hand  in  such  a  manner 
that  the  palm  may  serve  as  a  reflector  for  the  sound.  Begin- 
ning at  a  point  near  the  ear  that  is  being  tested,  where  the  sub- 
ject hears  the  ticking  distinctly,  slowly  withdraw  the  watch 
along  the  plane  of  the  tape  to  a  point  where  the  ticking  is  no 
longer  heard.  Do  not  ask  the  subject  to  listen  continuously,  but 
with  each  new  position  of  the  watch  ask  him  to  declare  whether 
he  hears  or  not.  Note  the  distance  at  which  the  watch  becomes 
inaudible.  Then  begin  again  at  a  point  well  beyond  the  hearing 
of  the  subject,  and  gradually  approach  him,  until  he  is  certain 
that  he  again  hears  the  ticking.  Note  the  distance.  Repeat  three 
times,  and  take  the  average  of  the  six  measures  as  the  index  of 
auditory  acuity  for  the  ear  tested.  Having  finished  testing  one 
ear,  change  the  position  of  the  chair  to  the  other  end  of  the  tape 
line,  and  proceed  to  test  the  other  ear  in  the  same  manner. 

Note.  A  certain  type  of  child  with  unstable  attention  suffers 
from  auditory  illusions  when  listening  attentively  to  hear  the 
ticking,  declaring  that  it  hears,  when  it  is  highly  improbable 


THE  BiNET-SiMON  SCALE.  51 

that  the  ticking  is  audible.  To  make  sure  whether  the  child 
actually  hears  the  watch,  remove  it  silently,  covering  it  in  such 
a  manner  that  the  child  can  not  possibly  hear,  and  then  ask 
again,  "Do  you  hear  it?"  The  question  may  be  repeated  until 
it  is  plain  whether  the  child  actually  hears,  or  is  guessing.  If 
the  subject  insists  under  these  conditions  that  he  hears  the 
watch,  he  reveals  the  unreliability  of  his  judgment. 

It  becomes  clear,  therefore,  that  great  care  must  be  taken  in 
administering  this  test,  otherwise  the  results,  especially  with 
low-grade  children  who  are  frequently  abnormally  suggestible, 
become  unreliable  and  worthless. 

Since  watches  vary  enormously  in  the  strength  and  quality  of 
their  ticking,  it  is  well  to  standardize  the  watch  to  be  used  by 
testing  two  or  three  persons  known  to  have  normal  hearing,  and 
to  use  the  same  watch  in  all  subsequent  testing. 

The  same  suggestion  holds  with  reference  to  the  room  in 
which  the  testing  is  to  be  done,  as  the  reflection  of  sound  from 
walls,  floor  and  ceiling  varies  with  every  new  position.  Needless 
to  say,  the  room  should  be  free  from  disturbing  noises  while  the 
testing  is  being  done. 


52  A  TEACHERS'  MANUAL. 

CHAPTER  VII. 
Bibliography. 

The  literature  pertaining  to  the  Binet-Simon  tests  now  in- 
cludes some  hundreds  of  titles,  many  of  which  possess  high 
scholarly  merit.  Limitations  of  space  make  it  impossible  to 
list  here  more  than  a  small  number  of  the  more  prominent  pub- 
lications. A  complete  annotated  bibliography  of  books  and  papers 
bearing  on  the  Binet-Simon  Scale  has  just  appeared  in  the  Jour- 
nal of  Educational  Psychology.  See  below,  number  27  (Kohs, 
Samuel  C.,  J.  of  Educ.  Psych.  1914,  vol.  5.) 

1.  AYRES,  L.  P.,  The  Binet-Simon  Measuring  Scale  for  In- 
telligence:   Some    Criticisms    and    Suggestions.      Psych.    Clinic 
1911;  5:187-196.    (A  somewhat  radical  and  adverse  criticism.) 

2.  BELL,  J.  C.,  Recent  Literature  on  the  Binet  Tests.     J.  of 
Educ.  Psych.  1912;  3:101-110.     (A  comprehensive  review.) 

3.  BERRY,  C.  S.,  A  Comparison  of  the  Binet  Tests  of  1908 
and  1911.    J.  of  Educ.  Psych.  1912;  3:444-451. 

4.  BINET,  A.,  et  SIMON,  TH.    Methodes  nouvelles  pour  le  diag- 
nostic  du   niveau   intellectuell   des   anormaux.     Annee   Psychol. 
1905;   11:191-244.     (A  scale  of  30  tests  is  here  given  for  the 
first  time.     In  the  same  volume,  pp.  163-190  and  245-336,  an  ex- 
planation of  the  entire  test  conception  is  given,  and  the  series 
is  illustrated  and  defended.) 

5.  BINET,  A.,  et  SIMON,  TH.,  Le  developpement  de  Intelligence 
chez  les  enfants.    Anee  Psychol.  1908;  14:1-94.    (The  second  re- 
vised series,  with  a  searching  review  of  the  entire  situation.   The 
tests  extensively  applied,  and  detailed  results  given.) 

6.  BINET,  A.,  et  SIMON,  TH.,  La  mesure  du  developpement  de 
V  intelligence  chez  les  jeunes  enfants.     Bull.  Soc.  Libre  Etude 
Psych,    de    L'Enfant    1911;    11:187-256.      (The    1911    revision 
[Scale  III]  with  detailed  instructions  for  its  use.) 

7.  BINET,  A.,  et  SIMON,  TH.,  Nouvelles  Recherches  sur  la 
Mesure  du  Niveau  Intellectuel  chez  les  Enfants  d'  Ecole.    Annee 
Psychol.  1911;  17:145-201.     (Binet's  last  work  on  this  subject. 
The  1911  revision  presented  in  detail.) 

8.  BOBERTAG,  O.,  A.  Binet's  Arbeiten  ueber  die  intellektuelle 
Entwicklung  des   Schulkindes.    Zeitschr.   f.  angewand.   Psychol. 
1909;  3:230-259.    (A  study  of  Binet's  work  on  intelligence  tests.) 

9.  BOBERTAG,  0.,  Kurze  Anleitung  zur.  Ausfuehrung  der  In- 
telligenzpruefung  nach    Binet  und    Simon.     Instit.    der   Gesell- 
schaft  f.  experim.  Psych.  1913.     No.  8.     (A  German  version  of 
the  scale.) 


THE  BINET-SIMON  SCALE.  53 

10.  BRUNER,  F.  G.,  BARNES  E.,  and  DEARBORN,  W.  F.,  Report 
of  the  Committee  on  Books  and  Tests  Pertaining  to  the  Study 
of  Exceptional  and  Mentally  Deficient  Children.     Proc.  N.  E.  A., 
Denver,  1909;  pp.  901-914.    (An  outline  of  the  tests.) 

11.  CORNELL,  W.  S.,  Health  and  Medical  Inspection  of  School 
Children.     Phila.,  Davis,  1912.    (The  scale  as  used  by  Goddard.) 

12.  DE  SANCTIS,   S.,  Mental  Development  and  the  Measure- 
ment of  the   Level  of  Intelligence.     J.   of   Educ.   Psych.   1911; 
2:498-507.    (Commends  the  scale.     Prof.  De  Sanctis  in  1906  put 
out  a  scale  of  his  own,  in  competition  with  the  1905  Binet-Simon 
series.) 

13.  DOLL,  E.  A.,  Mental  Tests  at  the  Mental  Hygiene  Con- 
gress.    Training  School,   1913;   9:138-139.      (Report  of  a  dem- 
onstration of  the  tests  given  at  the  congress.) 

14.  DOUGHERTY,  M.  L.,  Report  on  the  Binet-Simon  Tests  Given 
to    Four    Hundred   and    Eighty-Three    Children    in    the    Public 
Schools  at  Kansas  City,  Kansas.    J.  of  Educ.  Psych.  1913;  4:338- 
352.    (The  scale  is  found  useful.     Some  changes  are  suggested.) 

15.  FREEMAN,   F.   N.,   Tests.    Psych.   Bull.   1912;   9:215-222. 
(Recent  literature  analyzed.) 

16.  GODDARD,  HENRY  H.,  A  Measuring  Scale  of  Intelligence,- 
Revised.     Training  School,  1911;  8:56-62.    (The  1911  scale  with 
American  revisions.) 

17.  GODDARD,  H.  H.,  Four  Hundred  Feeble-Minded  Children 
Classified  by  the  Binet  Method.     Ped.  Sem.  1910;  17:387-397. 

18.  GODDARD,  H.  H.,  Two  Thousand  Normal  Children  Meas- 
ured by  the  Binet  Measuring  Scale  of  Intelligence.   Proc.  N.  E.  A. 
1911:870-878;  and  also  Ped.  Sem.  1911;  18:232-259.    (The  scale 
demonstrated  as  reliable.) 

19.  GODDARD,  H.  H.,   The  Binet-Simon   Tests  and  the  Inex- 
perienced Teacher.     Training  School,  1913;  10:9-11.    (The  tests 
are  a  useful  implement  in  the  hands  of  teachers.) 

20.  GODDARD,  H.  H.,  Standard  Method  for  Giving  the  Binet' 
Tests.     Training  Schools,  1913;  10:23-30. 

21.  GROSSMANN,  M.  P.  E.,  The  Study  of  Individual  Children. 
Plainfield,   N.   J.,    Nat.    Soc.   for   Study  and   Educ.   of   Except. 
Childr.  1912.      (The  pamphlet  contains  interesting  suggestions 
for  supplementary  testing.) 

22.  HUEY,   E.   B.,   The   Present   Status   of  the   Binet-Simon 
Scale  of  Tests  for  the  Measurement  of  Intelligence.    Psych.  Bull. 
1912;   9:160-168.      (A   careful  review  of  literature  bearing  on 
the  tests.) 

23.  HUEY,    E.    B.,    Backward    and    Feeble-minded   Children. 
Bait.,  Warwick  and  York,  1912,  p.  213.      (35  borderland  cases 
carefully  analyzed.    Pp.  189-202,  A  detailed  syllabus  of  the  B.-S. 
scale.     The  book  has  a  good  bibliography.) 


54  A  TEACHERS'  MANUAL. 

24.  INFORMAL  CONFERENCE  on  the  Binet-Simon  Scale:    Some 
Suggestions  and  Recommendations.     J.  of  Educ.   Psych.   1914; 
5:95-100.      (A  number  of  the  more  prominent  workers  in  the 
field    of    mental    testing   meet    to    recommend    certain    uniform 
standards  of  procedure.) 

25.  JOHNSTON,  K.  L.,  M.  Binet's  Method  for  the  Measure- 
ment of  Intelligence.     Some  Results.     J.  of  Exper.   Pedagogy, 
1911;  1:24-31. 

26.  KOHS,  S.  C.,  The  Binet  Tests  and  the  Training  of  Teach- 
ers.    Training  Bull.  1914;  10:113-117.     (Teachers  can  learn  to 
use  the  B.-S.  tests.) 

27.  KOHS,  S.  C.,  The  Binet-Simon  Measuring  Scale  for  Intelli- 
gence:  An  Annotated  Bibliography.     J.  of  Educ.  Psych.  1914; 
5:215-224,   279-290,   335-346.      (An   excellent   summary  of   the 
most  important  literature  which  has  appeared  on  the  subject  to 
date,  in  the  major  continental  and  English  languages.     The  list 
includes  254  titles,  and  covers  every  phase  of  the  questions  in- 
volved.) 

28.  KUHLMANN,  F.,  Binet  and  Simon's  System  for  Measur- 
ing the  Intelligence  of  Children.    J.  of  Psycho-Asthenics,  1911; 
15:79-92.     (A  translation  of  the  1908  scale.     1300  children  ex- 
amined, and  the  scale  found  reliable.) 

29.  KUHLMANN,  F.,  A  Reply  to  Dr.  L.  P.  Ayres'  Criticism 
of  the  Binet  and  Simon  System  for  Measuring  the  Intelligence 
of  Children.    J.  of  Psycho-Asth.  1911;  16:58-67. 

30.  KUHLMANN,   F.,  The  Present  Status  of  the  Binet  and 
Simon  Tests  of  the  Intelligence  of  Children.    J.  of  Psycho-Asth. 
1912;  16:113-139.     (A  review  of  the  work  done  in  mental  test- 
ing in  Germany,  France  and  America.) 

31.  KUHLMANN,  F.,  A  Revision  of  the  Binet-Simon  System 
for  Measuring  the  Intelligence  of  Children.     Faribault,  Minn. 
J.  of  Psycho-Asth.,  Monogr.  Suppl.  No.  1,  1912.    Pp.  41. 

32.  KUHLMANN,  F.,  The  Results  of  Grading  1300  Feeble- 
minded Children  with  the  Binet-Simon  Tests.     J.  of  Educ.  Psch. 
1913;  4:261-268. 

33.  KUHLMANN,    F.,    Feeble-mindedness.     The   Psych.    Bull. 
1914;  9:193-202.     (Critical  analysis  of  many  important  papers 
of  recent  date.) 

34.  MCDONALD,   A.,   Bibliography  of    Exceptional    Children 
and  Their  Education.     Wash.  U.  S.  Bur.  of  Educ.  Bull.  1913, 
No.  32.     (Valuable  material  listed.) 

35.  MEUMANN,  E.,  Vorlesungen  zur  Einfuehruug  in  die  Ex- 
perimentelle  Paedagogik.     Leipzig,  Engelmann,  1913.     (Vol.  2, 
pp.  94-299.)     (Lecture  10  summarizes  in  masterly  style  all  that 
has  so  far  been  done  in  the  field  of  intelligence  measurement  by 
the  use  of  scales.    At  the  end  of  vol.  2  will  be  found  a  parallel 
tabulation    of    the    various    proposed    systems    of    intelligence 
testing.) 


THE  BINET-SIMON  SCALE.  55 

36.  NEWMAYER,  S.  W.,  Medical  and  Sanitary  Inspection  of 
Schools.     Phila.,  Lea  and  Febiger,  1913.      (Pp.  262-295  give  a   , 
statement  of  the  tests  now  used  by  Dr.  Goddard  in  his  clinic  at 
Vineland.) 

37.  OTIS,  M.,  The  Binet  Tests  Applied  to  Delinquent  Girls. 
Psych.  Clinic.  1913;  7:127-134.      (Tested  nearly  200  girls  aged 
from  10  to  20.) 

38.  PYLE,  W.  H.,  A  Suggestion  for  the  Improvement  and 
Extension  of  Mental  Tests.     J.  of  Educ.  Psych.  1912;  3:95-96. 
(Advises  testing>not  only  for  maturity,  but  also  for  endowment.) 

39.  ROSSOLIMO,  G.,  On  the  Psychological  Profile  of  Backward 
Children.      1st   Russ.    Congr.   for    Exper.   Pedag.,    1910.      (The 
psychodiagnostic  method  explained.     Recommends  ten  tests  for 
each  of  the  major  mental  functions,  and  reduces  the  results  to 
profile  graph.) 

40.  SEASHORE,  C.  E.,  The  Binet-Simon  Tests.     J.  of  Educ. 
Psych.  1912;  3:50. 

41.  STERN,    W.,    Die    Differentielle    Psychologic,    in    Ihren 
Methodischen  Grundlagen.     Leipzig,  Barth,  1911.     (Chapter  6.) 
(A  critical  review  of  the  literature  of  intelligence  testing.     The 
book  contains  a  remarkable  bibliography  of  1535  titles,  bearing 
on  every  phase  of  psychognosis.) 

42.  STERN,  W.,  The  Psychological  Methods  of  Testing  Intelli- 
gence.     (Translated  from    the    German    by    G.    M.    Whipple., 
Bait.,  Warwick  and  York,  1914.     Pp.  160)     A  thoroughly  scien- 
tific discussion  of  the  basic  principles  of  the  B.-S.  scale.) 

43.  STRONG,   A.    C.,    Three   Hundred   and    Fifty   White   and 
Colored  Children  Measured  by  the  Binet-Simon  Measuring  Scale 
of  Intelligence:    A  Comparative  Study.     Fourth  Intern.  Congr. 
School  Hygiene,  Buff  alp,  1913.    Also  Ped.  Sem.  1913;  20:485-515. 

44.  TERMAN,  L.  M.,  The  Psychological  Principles  Underlying 
the  Binet-Simon  Scale  and  Some  Practical  Considerations  for  its 
Correct  Use.     Fourth  Intern.  Confer.  School  Hygiene,  Buffalo, 
1913. 

45.  TERMAN,  L.  M.,  Suggestions  for  Revising,  Extending  and 
Supplementing  the   Binet   Intelligence   Tests.      Fourth    Confer. 
School  Hyg.,  Buffalo,  1913. 

46.  TERMAN,  L.  M.,  and  CHILDS,  H.  G.,  A  Tentative  Revision 
and  Extension  of  the  Binet-Simon  Measuring  Scale  of  Intelli- 
gence.   J.  of  Educ.  Psych.,  1912;  3:61-74,  133-143,  198-208,  277- 
289.     (A  valuable  contribution,  containing  many  stimulating  and 
constructive  suggestions.) 

47.  TOWN,  C.  H.   (Trans'r),  BINET,  A.,  and  SIMON,  TH.,  A 
Method  of  Measuring  the  Development  of  the  Intelligence  of 
Young  Children.     Lincoln,  111.,  Courier,  1913. 

48.  WALLIN,  J.  E.  W.,  A  Practical  Guide  for  the  Adminis- 
tration of  the  Binet-Simon   Scale   for   Measuring   Intelligence, 
Psych.  Clinic,  1911;  5:217-238.     (Prefers  the  1908  scale.) 


56  A  TEACHERS'  MANUAL. 

49.  WALLIN,  J.  E.  W.,  Experimental  Studies  of  Mental  De- 
fectives.    Bait.,  Warwick  and  York,  1912;  p.  155.     (A  critical 
study  of  the  1908  scale  as  applied  to  epileptics.     Chapter  4  con- 
tains an  excellent  verbatim  guide  for  the  use  of  the  scale.) 

50.  WHIFFLE,  G.  M.,  Manual  of  Mental  and  Physical  Tests. 
Bait.,  Warwick   and  York,   1910.      (Pp.  473-517  bear  on  B.-S. 
scale.)     (A  new  two-volume  edition  is  now  in  press.    The  book  is 
a  storehouse  of  test  results.    It  should  be  in  the  hands  of  every 
worker  who  proposes  to  do  any  serious  work  in  mental  testing.) 

51.  ZIEHEN,  TH.,  Die  Prinzipien  u.  Methoden  der  Intelligenz- 
pruefung.     Berlin,  Karger,  1911;  p.  94. 


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